Traditional scholarship on revision often creates a narrative of the "resistant student" versus the "enlightened teacher" who inherently accepts revision as natural and productive. Yet this narrative is a myth, one which often hampers effective instruction. In place of "traditional revision," I argue for teaching "critical revision," a dialogic process that allows students to take ownership over their choices as writers, helps to discourage plagiarism, and allows teachers to pinpoint areas in their own teaching-response style that they may need to approach in new or different ways to better facilitate student learning. (Contains 2 notes.)