Original Research

Attitudes of second language students towards self-editing their own written texts

Daniel Kasule, Violet B. Lunga
Reading & Writing | Vol 1, No 1 | a5 | DOI: https://doi.org/10.4102/rw.v1i1.5 | © 2010 Daniel Kasule, Violet B. Lunga | This work is licensed under CC Attribution 4.0
Submitted: 22 May 2010 | Published: 22 May 2010

About the author(s)

Daniel Kasule, University of Botswana
Violet B. Lunga, University of Botswana

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Recognizing students’ deliberate e!orts to minimize errors in their written texts is valuable in seeing them as responsible active agents in text creation. This paper reports on a brief survey of the attitudes towards self-editing of seventy university students using a questionnaire and class discussion. The context of the study is characterized by its emphasis on evaluating the finished written product. Findings show that students appreciate the role of self-editing in minimizing errors in their texts and that it helps in eventually producing well-written texts. Conceptualizing writing as discourse and therefore as social practice leads to an understanding of writers as socially-situated actors; repositions the student writer as an active agent in text creation; and is central to student-centred pedagogy. We recommend the recognition of self-editing as a vital element in the writing process and that additional error detection mechanisms namely peers, the lecturer, and the computer, increase student autonomy.


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