 Evaluation of the written draft by the teacher, by the students themselves, and then post-writing is an important element of planning a writing course. In this regard, who can evaluate the course? Of course teachers, but mostly you might agree with me in your own teaching context if you are teaching in private schools or if you are teaching in government schools. Most of our teachers complain that they don't have time, they lack time to integrate planning, drafting, feedback, editing as a coherent whole in a writing course. So, but there is a vital link as you might have realized throughout these modules, some of the previous modules between revising, feedback, editing, and this vital link can be lost if we don't evaluate what the students have written. So, it's our job as language teachers to use explicit criteria and tell this criteria to the students. The criteria against which their work will be awarded, their work will be graded in other words. Evaluation should focus on the interpretation of the task, to what extent the students have engaged with the task, to what extent they have answered the questions, and to what extent their writing reflects the sense of audience being addressed, and to what extent the materials used are relevant, and to what extent the ideas and their development and organization is coherent and appropriately managed. And what about the format, grammar, structure, spelling, punctuation, capillary clarity. So, these areas of course are broad areas and which cannot be analyzed in one session. We can divide our session and allocate one session to grammar, the other session to spelling, the other session to punctuation, the other period to vocabulary, and this is how this can be divided into weeks, into months, and into semesters. And the purpose is to actually make the judgment criteria or the evaluation criteria in other words, clear and explicit to the students. And of course, we as language teachers, in terms of evaluating and post-writing, we can make the use of numerical grade in terms of, for example, a grade or a plus b plus or b or c plus or c, or the use of marks as well like 80, the range of 90 from 100 to 90 to 80 to 70 to 60. So, this is the numerical figure which we can give. Post-writing means or refers what the students will do with their writing. And I would suggest if we want to own their writing, if we want to acknowledge their writing, we need to give this message to the students. Look, it's important, it will be published. And it will be published in different ways. For example, pasting it on the classroom walls, on the notice board, or you can ask the students, share their writing with other colleagues, with other peers in the classroom, and reading them aloud. So, post-writing is all about transforming texts for stage or displaying them on notice boards. So, the main actually purpose is to recognize what the students write is important, and it's worthwhile, it's not wasted. So, what it will do, although it looks a tiny activity, a very commonplace activity, but it has very rich fruits to offer. For example, it will not only enhance the motivation, but also give a sense of purpose to the students. So, as language teachers, we need to offer a criteria against which students' writing will be analyzed, evaluated, assessed, and graded. And then empower students make them realize what their writing is important, it's not wasted. And it has a worth, it has a value, and it will be displayed in the form of different portfolios, different sort of charts or posters in the classroom, on the notice boards, and in different formats.