Language Teaching Research Quarterly

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4.
After organizing their ideas on paper, students submitted their working outlines for 
feedback. 
5.
Students were provided conferencing sessions for discussing their ideas; examples of 
suggestions for improvement included utilization of logical order and clarification of 
misinterpreted ideas or expressions. 
6.
The following day, students started writing their first drafts in class and submitted them 
for teacher feedback. 
7.
First drafts were returned to students for revising and editing purposes to develop content 
and structure. 
8.
Finally, a total of forty final drafts were submitted for the assessment using rubrics 
developed by course teachers in the department.