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Research has shown that in order to facilitate the development of students’ writing, teachers need to cultivate principles of effective feedback. However, revision is a two-side process, and for the maximum effectiveness of this process, there should be more than just a “giver-receiver” relationship. This teaching article describes a technique—Letter to the Reviewer—that facilitates a two-side collaboration between the teacher and the student. A Letter to the Reviewer is a memo that students attach to each draft, in which they provide a short reflective note to their reviewer and ask for specific feedback on certain elements of the draft. The technique was implemented in two first-year composition classes for multilingual writers, and the outcomes demonstrated that the letters facilitated students’ revising skills, increased their sense of agency and engagement, enabled the connection between the classroom and student writing, and helped students become more reflective and analytical writers.
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