 how we can teach students to self-edit. In this regard, self-editing practice is an important element which we as language teachers need to incorporate in almost every lesson of writing classes. So there are a number of range of exercises, activities and elements which we can incorporate, which we can bring into the classroom to teach the tool of self-editing. Self-editing, one of the ways is to help students see the errors by themselves and correct these on their own. Of course we can provide a checklist, we can provide them a model in the planning phase, in the drafting phase, in the brainstorming phase. So, but the students can be in this way, they will feel empowered, they will feel motivated, how they find out their own errors and correct themselves. Or in other students' essays, this is what is called collaboration or peer feedback. And peer feedback, as you might remember, I have been emphasizing for this course is important one because it creates a sense of community amongst students and makes the classroom a pleasant learning experience. Another way is to help the students keep or maintain a log, log of what, log of their errors. And it's especially important to mention here that students should be made aware of the frequencies or categories or patterns of errors that continue to happen in the writing. So these categories need to be identified, need to be found out and put in the form of the log, which the students can bring in to the teacher in almost a fourth night time or a month's time and where they can sit and find out and discuss. And thirdly, to help them observe about their own progress, how they are going and what they are learning actually, what's the gap between the desired and the current performance. So there are a number of exercises and ways by which we can teach self-editing. As I said before, self-editing is important in process writing. So with the passage of time, teacher feedback decreases, the amount of feedback decreases. And because if this is what is called the concept of scaffolding that you allow enough time, sufficient time students to reflect, to think of their own progress. And of course, we can provide them more editing practice. But in this regard, how we can decrease the amount of our feedback is to generate peer-to-peer interaction, collaboration, small group work, pair work, large group work in class tutorials. So students can be helped to turn the tasks to their peers for editing. Another way is to make the students read aloud their text to the partner in a group, in a kind of small group or large group or in a sort of in front of the whole class. Another way is like if you continuously happen to see your draft time and again, you may not be able to spot some of the recurrent errors. So what the research suggests is to help students take the break. Taking a break from your work helps you see it more clearly and see what you otherwise couldn't find. So taking a break is an important strategy. And we can also help students the use of style guides. There are a number of style guides available in the market, which we can show them as a model and which the students can imitate. Another strategy is to help them proofread their work before final submission or before publication. So self-editing is important feature of teaching students self-editing process. So in this regard, if we take writing as a process approach, it involves a range of processes from starting from brainstorming to planning to drafting to responding to the work to revising to editing and then self-editing.