Abstract

 Given the heightened significance attached to revision as a feature of the writing of achieving students and expert writers, this study attempted to integrate it into an advanced Saudi EFL writing classroom as an instructional intervention to improve the composing of 15 female students enrolled for the course ENG312: Advanced Essay Writing at Majma’ah University. At the beginning of the first term of the academic year 2016/2017, a pretest was administered to the participants to determine their current performance level. For nine weeks to follow, the participants were introduced and trained to use 6 rubrics pertaining “cause and effect” essay. At the end of the term a post-test was conducted to measure the participants’ progress based on the use of rubrics to revise their texts. Analysis of pretest and post-test scores showed no significant improvement in the participants’ performance. However, evidence from qualitative data indicated that the intervention remarkably succeeded in reducing the participants’ writing fears and, thus, positively affected their attitudes towards writing and towards themselves as writers.
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