ABSTRACT
Although planning and drafting precedes revision when we teach—and our students engage in—“the writing process,” attention to development in writing may be most effective when we start backwards, by recognizing what’s still missing when students think their texts are “done.” The strategies for developing the expressive, informative, and persuasive writing that we have described thus far typically emanate from students’ draft-stage work or work that they believe to be in final form.
