 The question arises, does this editing approach work? I mean, the approach here refers to self-editing practice, as we have been discussing in some of the previous modules, how to teach our students, self-edit, self-analyze, self-assess their own works, and move on their learning. So we will look at some of the debates if this approach works, if it works, how, and how we can make it much more workable for writing class, especially writing in English classes. As you all know that self-editing has its own significance in process writing because it makes students become aware of the elements of writing and to learn and to become independent learners. So editing is an integral part of writing process. I mean, editing starts from brainstorming when you spew out ideas. Editing continues at the drafting stage. Editing then feeds into when a teacher responds, when you write the first draft and submit it to the teacher and the teacher gives feedback. Editing is there. Editing is at the stage of revising. Editing is there at the final proofreading. So editing is almost there at every stage of writing. So it's an integral part or aspect of writing process. But unfortunately, as you might know yourself being students of applied linguistics, this has been largely ignored in the writing classes. Why? Because teachers may lack time or they may be constrained by the institution. They may be constrained by the Ministry of Education to make their students pass ninth and tenth or intermediate exams for board purposes. However, with the coming of new techniques, methods and approaches, especially with the coming of writing as a process, we have seen newer techniques and we have seen the use of blogs, social media and multimedia, even in the classroom, web-based tools, word-based tools. So it's much easy to teach at this stage. And from my own personal teaching point of view, I remember that when I taught technical writing to be as engineering courses, I would make them compulsory to bring in their laptops. All of this example may, you may wonder that this example is suitable for advanced learners, students. What about the beginner level? But with the coming of so many apps, so many smartphones, so many other materials, we can, where there is a will, there is a way, we can bring in these techniques, tools and teach it in an easy way. So as you might remember in some of the previous modules, we discussed this, the focus of the previous generation, especially traditional models, traditional models referred to the model of behaviorism, where grammar was much more taught through presentation, practice and production, PPP. These strategies were ignored, these strategies were neglected, but we can bring in these strategies and make the situation pleasant for learning. So our goal is help students become successful editors, skillful editors, where they have skills, where they are not deprived of the skills in the writing classes. So the whole point here is to start editing in the beginning, offering support, then scaffolding them, decreasing the amount of feedback and allowing students to self-edit. And in this regard, teacher can help students play, help students self-edit in a directed manner. So overall revising and editing, as I said before, it's almost at every stage of writing, from brainstorming, to drafting, to responding to the feedback, to writing and revising. So it's almost at every stage of writing. So teacher's role is to give constructive feedback, which brings in feelings of love for writing, which brings in feeling of motivation for writing. Feedback should be treated as a means, not an end, because if we treat feedback as an end, that will refer to writing as a product, not as a process. So our agenda as language teachers should be to inculcate the habit of editing, the ability of editing. And I would like to give example of Dana Esferi. She introduced this self-editing in one semester and restarted it in the next semester. And this example, as you could see in your module handbooks, really helped her students learn the craft of editing and making their writing neat, clean, readable and comprehensive.