Although revision is essential to the writing process, it is often neglected in schools. Research has shown that teaching revision through reflection, conferencing, positive teacher feedback, specific instruction linked to reading strategies, and built-in time between drafts for students to think about their writing can cause students not only to revise more but to revise at a deeper level by focusing on content rather than grammatical errors. This study investigates how middle school students' writing drafts as well as attitudes and beliefs toward revision changed based on introducing a specific self-response and peer-response revision strategy called the "CARD" (change, add, rearrange, and delete) technique, named for the ways in which revision might occur in writing via holistic categories. Research questions included the following: How does middle school students' writing change when they are taught the CARD revision technique? and, In what ways, if any, does the CARD technique enhance middle school students' thinking about revision, specifically regarding their attitudes and perceptions of revision? This research helps educators understand students' perceptions and beliefs toward revision, in general, and a way to encourage revision via student-led decisions in their writing.