Writing on-demand, text-based analytical essays is a challenging skill to master. Novice writers, such as the sixth grade US students in this study, may lack background knowledge of how to compose an effective essay, the self-efficacy skills, and the goal setting skills that will help with completing this task in accomplished ways. This sequential mixed-method study explored the impact of guiding a predominantly Redesignated English Learner group of students in a large, urban, low-SES school district in a timed, on-demand essay into a multiple draft process paper through a self-assessment, planning and goal setting, and reflection process as they revised this process paper over a three week period. Both treatment and comparison students completed a pre-test on demand writing assessment, a pre and post self-efficacy in writing survey, and a post-test on demand writing assessment. Students in both conditions were participating in a year-long writing intervention called The Pathway to Academic Success, developed and implemented by the UC Irvine site of the National Writing Project (UCI Writing Project), during the 2017-2018 school year and received identical training from their teachers on how to revise a pre-test essay. However, only the treatment group engaged in self-assessment, planning and goal setting, and reflection during this revision process. Students in the treatment condition demonstrated improved self-efficacy in the writing sub-domain of revision (p < 0.05) and had statistically significant greater gains on the post-test writing assessment (r = 0.57; p < 0.001). These results suggest that engaging students in a planned revision process that includes student reflection, planning, and goal setting before revision, and reflection and self-assessment after revision, positively impacts self-efficacy and writing outcomes.