In high school geometry, students are expected to deepen their understanding of geometric shapes and their properties, as well as construct formal mathematical proofs of theorems and geometric relationships. The process of helping students learn to construct a geometric proof can be challenging given the multiple competencies involved (Cirillo & Hummer, 2021). To support geometry students in the proof-writing process, the authors describe an instructional sequence in which students posed a conjecture about a mathematical relationship, wrote a draft argument, provided feedback/critiques to one another, and revised their argument based on peer feedback. They designed the sequence to provide students with opportunities to engage in multiple elements of the reasoning-and-proving process, to allow them access to proof-writing through multiple modes of entry, and to encourage student agency by having them generate and justify mathematical relationships (Bieda & Staples, 2020).