ABSTRACT
The following revision and editing policy was developed through input from educators from schools around the United States. It is not carved in stone and might not suit every school setting, but it does provide a touchstone. To implement this policy, all teachers, students, and parents must become familiar with it. They need to understand that these editing and revision skills provide the basis for work in all classes. A genuine revolution in pedagogy has occurred over the past two decades with the widespread acceptance of the writing process. Potential problems emerge when educators attempt to improve student's editing and revision skills through the use of some of these broad rubrics. Ultimately, formal assessments should be based on whether Maria, Johnny, Abdul, and Rachel can independently improve the quality of their own writing without teacher interference. The essential strategy here requires a degree of trust and commitment among classroom teachers.
