 Let's continue our discussion about teaching our students how to self-edit their writing. And in this regard, it's important to point out that which kinds of errors we can ask our students to focus to give weightage most. So we can make our students recognize major patterns or categories of errors. And in this regard, how we can do that, of course, through the use of certain activities and tasks, which encourage students to notice, to make conscious efforts to find out. So as language teachers, we need to train our students to recognize different types of errors. For example, errors of nouns, errors of verbs, errors of punctuation, sentence structure, word formation, and preposition. This is just for your facility that I have listed some of these errors here, but there are certain other, for example, the right use of article, which you can explore yourself. So teacher's job is to help students focus on the patterns of errors or the categories of errors rather than the individual's, because if the students are asked to notice each and every error, they might feel discouraged, right? So and again, remember, taking into view the notion of heterogeneity that a class is bunch of different students who have diverse needs. So we have to personalize self-editing instruction according to the personal needs of the students. These categories may depend upon, as I said before, students' needs. So the focus should be on errors that are frequent, whether they are at the content level or at the form level, or which the students feel ashamed of, which are stigmatizing. So we need to train students to practice in terms of finding out these errors in sample essays. We can, this can be helpful and the strategy in terms of bringing essays in the classroom and showing it to the students and asking them find out errors in that sort of, this is diagnostic technique and this is very useful in terms of teaching them to self-edit their errors by recognizing error types, then the use of peer editing exercises. For example, one student work is given to the other to edit. One group of students' works is given or given to the other group of students. So this may make students to become aware of their own writing, to become aware of writing of their peers. So in this regard, we need to give a comprehensive instruction to the students on major error patterns and this may not, this is not as simple as it appeared to be, rather this is messy because each class is a set of different types, may have different types of errors and each class, each student may have different needs, different lacks, different wants, strengths and weaknesses. So for example, if the student have get most repeatedly they make errors in the past tense and the present perfect tense, we can identify it, we can help them recognize it and focus on this one and this kind of strategy needs to be incorporated throughout the writing course. This hasn't to be taken as a standalone strategy, rather it has to be incorporated in each single lesson.