So I introduced a systematic approach to writing analysis that would encourage and develop the students’ ability to self-correct. We discussed the important elements of writing, and categories for analysis were selected. For example: meaning, text structure, many facets of grammar, spelling, punctuation, handwriting…whatever the students were able to understand at their stage of writing. An abbreviation was assigned to each writing component. When the students handed in a piece of writing, I identified any errors with the appropriate abbreviation. The students recorded their types of errors, then attempted self-correction. The purpose of keeping a diary of their errors was so they could focus on particular weaknesses in subsequent writing tasks. As their experience of writing grew, they became more skilled at identifying their problems and amending them.