Revision for the Baccalaureate Examination

Done by Mr. Chouana / Chaalal Messaoud Secondary School

Comparing:
In comparison with, like, likewise, similarly, compared with, both...and... , neither... nor... etc.
E.g.: The doctor advised him to stop smoking. Similarly, he recommended him to eat much less and to take
plenty of exercise.

Contrasting:
But, however, and yet, while, whereas, conversely, on the one hand, on the other hand express contrast.
E.g.: Living in the country is quite healthy; and yet it can be rather boring at times.

Conceding:
Despite (the fact that), in spite of (the fact that), though, nevertheless, this being said express concession.
E.g.: I agree with you that work is the key to success; this being said, there no reason why you should stay
awake all night studying.

Expressing cause / reason:

Because, as, fore, since, due to, owing to signal cause or reason.
E.g.: She has to stay in bed as she is ill.

Expressing effect/ result/ consequence:

So, and so, thus, as a result, as a consequence, consequently, therefore, So + Adjective + that, such + noun
(phrase) + that.
E.g. : He was involved in a car crash yesterday; as a consequence he had to be taken to hospital.

Expressing purpose:
So that, to, in order to, so as to, in order that, etc, are used to express purpose.
E.g.: You must cross that bridge in order to reach the other bank of the river.

Inferring:
If not, otherwise, then, in that case.
E.g.: You must get some more petrol. Otherwise, we won’t have enough to get us to the next town.

Expressing time:
After, before, when, since, for
a. After Sara had finished her studies, she became a teacher. (After + subject+ past perfect (first action) +
subject+ past simple (second action)).
b. Before Sara became a teacher, she had finished her studies. (Before+ subject+ past simple (second
action) + subject + past perfect (first action)).
c. When Sara had finished her studies, she became a teacher. (When + subject+ past perfect (first action)
+ subject+ past simple (second action)).
d. Sara became a teacher since she had finished her studies. (subject+ past simple (second action) +
since+ subject+ past perfect (first action)).
e. Sara had been a teacher for 10 years (duration).

Asking questions (Wh-questions):

1. If you ask about the subject of the sentence, simply add the question word at the beginning:
E.g. Aymen writes a letter. — Who writes a letter?
Practicing sport activities helps foster school success. — What helps foster school success?
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2. If you ask about the predicate of the sentence (the part of a sentence which contains the verb and gives
information about the subject), there are three options:

a. If there is an auxiliary verb that precedes the main verb (for example: can, is, are, was, were, will,
would, should...), add the question word and invert the subject and the auxiliary) verb.
E.g. He can speak Spanish — What can he speak?
They are leaving tonight. — When are they leaving?
b. If you ask about the predicate and there is no auxiliary verb and the verb is “to be”, add the question
word and invert the subject and the verb.
E.g. The play was interesting. — How was the play?
c. If there is no auxiliary verb in the predicate and the main verb is not “to be”, add the auxiliary “do” in
the appropriate form.
E.g. They go to the cinema every Saturday. — Where do they go every Saturday?
Sara wakes up at 6 A.M. — When does Sara wake up?
They sent you a letter. — What did they send you?

3. We use many (countable nouns) and much (uncountable nouns in questions about quantity.
a. There are 20 students in the class room.
How many students are there in the class?
a. There is a lot of information on the internet.
How much information is there on the internet?

a. How much time do we have to finish the test?

b. How much money did you spend?
c. How much sugar would you like in your coffee? (one sugar… two spoons…etc)
d. How much milk is in the fridge? (2 liters)

3.1. Asking and answering questions about quantity using countable nouns.
Question: How many people are there in the restaurant?
‐ Possible answers:
‐ There are a lot of/ lots of people in the restaurant.
‐ There are many people in the restaurant.
‐There are a few people in the restaurant.
‐ There are some people in the restaurant.
‐ There are few people in the restaurant.
‐ There aren’t many people in the restaurant.
‐ There aren’t any people in the restaurant.
‐ There are no people in the restaurant.

3.2. Asking and answering questions about quantity using uncountable nouns.
Question: How much money have you got in your pocket?
‐ Possible answers:
‐ I have a lot of/ a great deal of money in my pocket.
‐ I have much money in my pocket.
‐ I have some money in my pocket.
‐ I have a little money in my pocket.
‐ I have little money in my pocket.
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‐ I haven’t got much money in my pocket.
‐ I haven’t got any money in my pocket.
‐ I have got no money in my pocket.

The Conditional
A. Type 1 conditional
Form
If + … present simple … , … will( or ‘ll) / will not ( or won’t)…
If I see Abdelkader, I will invite him to the party.
We’ll go to the beach tomorrow If it’s sunny.
Meaning:
We use the first conditional to talk about things that are possible in the future. (It’s possible that it will be
sunny. So ( likely result) we’ll go to the beach tomorrow)
Note: We do not use will in the if‐clause, even though it refers to the future.
If I will pass my Bac, I’ll celebrate.
B. Type 2 conditional
Form
If + ……… past simple ……. , ……….+ would ( or ‘d )
a. If I were you, I would apologize
b. If the Martians invaded our planet one day, they’d kill us all.
Meaning:
We use the second conditional to talk about the present, and to imagine something totally different from the real
situation now or in the future.
In sentence a , the speaker is just imagining himself/herself that he is me. But he can’t really be me.
In sentence b, the speaking is just imagining that one day the Martians will invade our planet. But we know
well that Martians do not exist.
Note
You can use were for all forms of be in the if ‐clause of the second conditional.
If Karim was/were rich , he would travel to Australia.
C. Type 3 conditional
Form
If + ……past perfect … , ….+ would have + past participle
IF I had been a little taller , I’d have joined the army.
I would have joined the army if I had been taller.
Meaning:
We use type 3 conditional when we imagine a different past, i.e., an unreal past. In the example above, the
speaker was not a little bit taller. So he had not joined the army.

Unless
The link word unless means except if or if ... not and introduces a condition.
E.g. * I won’t speak to him unless he apologizes. (= except if he apologizes) Or (= if he does not/ doesn’t
apologize)
* Unless he apologizes, I won’t speak to him.
*We often use unless in warnings.
E.g. You will fail unless you work harder. (This means the same as: You must work harder, otherwise you
will fail.)

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* The tense in sentences with unless is the same as in sentences with if‐ conditional (type 1). So when you are
talking about the future, do not use the will‐future with unless. Use a present simple tense instead.
E.g.
We’ll be late unless we hurry. = We’ll be late if we don’t hurry.

Future simple + unless + present simple = future + if...+ present simple

I wish

* We use wish + past simple to express a regret about a present situation by imagining its
opposite.
E.g.
‐ I wish I could play the flute. (but I can’t)
‐ I wish you were here. (but you are not here)
‐ I wish I was on holiday now. (but I’m not)
‐ I wish I had a car. (but I haven’t got one)
* The past simple refers to the present. As in If‐conditional (type 2) ‐, “were” is often used instead of was in
the first and second person singular, especially in formal English.
‐ I wish he were with me now.
* We use wish + would to express a desire for change in the near future, especially when someone or
something is annoying us.
‐ I wish you would stop talking. (This is a mild command)
‐ I wish you wouldn’t wear that ugly shirt.
* Wish about ourselves cannot be expressed with would. We must use could instead.
I wish I could lose weight.
* We use wish + the past perfect to express regret about something in the past.
I wish I had been on holiday last July. (but I wasn’t)
I wish I had listened to your advice yesterday. (but I didn’t)

If I were you / You should / You ought to

* We use If I were you, should and ought to give advice or make

recommendations:
- If I were you, I would work harder.
- You should read this book. It’s very interesting.
- You ought to help him in his homework.
Must/Mustn’t/ Have to/ Don't have to
MUST / HAVE TO = Obligation/ Necessity
We use must+ verb and have to+ verb when we say it is necessary to do something or to express obligation.
Examples:
- In England, you must drive on the left , but in Algeria, you must drive on the right.
- Peter must clean his parents ‘car before they give him any pocket money.
- I have to give the book back to the library on Tuesday.
- To get to school on time , I have to leave home by 7.30.

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MUSTN’T = Prohibition
We use mustn’t + verb to say that something is not allowed.
E.g.:- You mustn’t drive fast here. The road sign says that the speed limit is 50 km per hour.
- We mustn’t walk on the grass here. It’s forbidden.
DON’T HAVE TO = Absence of obligation
We use don’t have to say something is not necessary.
Examples:
- You don’t have to do this exercise. It’s optional.
- You don’t have to go to England to learn English.

The active and passive voice

Voice is a grammatical category. It expresses whether the subject of the verb is the agent of the action (the
active voice) or whether the subject of the verb is the object of the action (the passive voice).
In the sentence A lot of chemical industries pollute the rivers, the verb (pollute) is in the active.
If you turn it round and say The rivers are polluted by a lot of chemical industries, the verb (are polluted) is
in the passive. You can use the passive only with transitive verbs.

Forms: How to change the active voice to the passive one.

When we turn an active sentence into a passive one, we:
1. Move the subject of the active verb to the end of the sentence, and put by in front of it.
2. Move the object of the active verb to the front of the sentence, so that it becomes the passive subject.
3. Turn the verb from active to passive. You do this by adding a form of the auxiliary verb be and the past
participle of the verb.
Past Simple Present Perfect
Subject Verb Object Subject Verb Object
The plant released oxygen. The plant has released oxygen.

Subject Verb Agent Subject Verb Agent

Oxygen was released by the plant. Oxygen has been released by the plant.

Present simple Future simple

Subject Verb Object Subject Verb Object
The plant releases oxygen. The plant will release oxygen.

Subject Verb Agent Subject Verb Agent

Oxygen is released by the plant. Oxygen will be released by the plant

Modals: E.g. We must conserve our resources.

Subject Verb Object
We must/ can/ could/ may our resources
might / conserve

Subject Verb Agent

Our resources must/ can/ could/ may by us.
might be conserve
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 Items Functions Tenses
(that are used with the item)

Was/were able to Expressing ability in the past. + stem (i.e. infinitive without to)
E.g. She was able to solve the problem.
Used to Expressing habit in the past. + stem (i.e. infinitive without to)
E.g. Centuries ago, people used to wear
traditional clothes.
Before/after/as soon Expressing time. When we express an action in the
as/until/when E.g. After Muslims had settled in Andalusia, past, we use the past perfect (the
they transformed it into a prestigious cultural first action) and the past simple
area. (the second action).
Providing that/provided Expressing condition. Future (in the main clause) and
that/ as long as E.g. We will succeed as long as we work present (in the subordinate
hard. clause).
Expressing something we would like to be + past simple (something we
Wish different in the present or future ( present would like to be different in the
situation by imagining its opposite). present or future by imagining its
E.g. I wish I were rich opposite).
I wish I were on holiday now.
N.B. We do not express a wish about
ourselves with would. We must use could.
E.g. I wish I could lose weight.
Regret about something in the past: + past perfect (regret about
E.g. I wish I had not cheated in the exam. something in the past).
I wish I had worked harder in the school.
Wish Expressing desire. Past perfect (wish about the past)
E.g. I wish I had a big house. Past simple (wish about the
-I wish I would be a teacher. present)
Conditional= would + stem
(wish about the future).
It’s about/high time Expressing complaint or criticism.
E.g. It’s high time the government took + past simple
measures to stop corruption.
Had better/should/ Expressing advice. Had better
ought to/ if I were E.g. The government should take measures to Should + stem
stop corruption. Ought to
-If I were you, I would revise all the lessons. If I were would
-You ought to revise all the lessons.
-So + adjective + that… Expressing cause and result. Depending on the sentence.
-Such + noun phrase + E.g. The book is so interesting that I read it
that … many times.
-It is such an interesting book that I read it
many times.
Expressing condition. Type 01:
If E.g. If you work hard, you will succeed. If+ present simple will + stem
(Type 1=possibility/prediction).
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 -If I were rich, I would buy a castle. (Type 2= Type 02:
unreal situation). If+ past simple would+ stem

-If she had worked hard, she would not have Type 03:
failed in the Baccalaureate examination. If+past perfect
(Type 3= hypothetical result to situation in would+have+past participle
the past).
Unless (if + not) Expressing warning. Unless+ present simple future
E.g. Unless you study hard, you will not
succeed (= if you do not study hard, you will
not succeed).
‘unless’ is followed by an affirmative verb to
express ‘if……not’
E.g.
a- If you don’t study harder, you will fail.
b- You will fail, unless you study harder.

Must / have to -Expressing obligation. + stem

E.g. You must respect your teacher.
-She has to revise all the lessons.

Had to -Expressing obligation in the past. + stem

E.g. He had to visit the doctor.

Don’t have to -Expressing lack of obligation. + stem

E.g. You do not have to attend school today.

Must not -Expressing prohibition. + stem

E.g. You must not cheat in the exam.

Though/ although / in Expressing concession. Depending on the context.

spite of the fact that/ E.g. Though he had enough money, he did
despite the fact that not buy a new car.

Unlike/ whereas/ while / Expressing contrast.

on the other hand/ E.g. Unlike Sara, Karim is not serious at Depending on the sentence.
however school.
I like eating cakes, whereas my brother likes
eating pizza.

Both…and/ either….or/ Expressing comparison Depending on the sentence.

while / neither…nor E.g. Both Aya and Meriem like English.
Neither Aymen nor Ali plays football (the
two don’t play football).
You can drink either tea or coffee.

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 In order to / in order Expressing purpose Depending on the sentence.
that / so as to/ so that/ so E.g. I study in order to succeed (verb
as not to/ in order not to/ infinitive).
For I study in order not to fail (verb infinitive).
I study in order that I succeed (verb present)
I study for succeeding (verb+ ing)

Because/ since / for/ as/ - I passed the exam because I studied harder. Conjunctions that express reason
because of / owing to/ - Since you weren’t home, I used your They connect the result of
due to computer. something with its reason.
- I am going to the fast food for I am angry.
- As you practice English, you learn this
language.
- Because of the violation of children’s rights,
strict regulations must be implemented.
- They couldn’t choose a beautiful dress for
Sara’s wedding, because of a lack of time,
- Because of the high rate of crime reported
by the government, tourism is almost non-
existent in this country.
- Owing to his carelessness, we had an
accident.
- Owing to higher temperature, the Sahara
became dry.
- The company didn’t raise the wages of the
workers due to the financial crisis.
- The accident was due to his carelessness.
- She has been absent from work due to
illness.

Active and passive voice

Tense Active voice Passive voice
Present simple I/you/we/they + stem am/is/are + past participle
He/she/it + stem+s
E.g. The girl writes poems. E.g. Poems are written by the girl.

Present Am/is/are + stem+ ing Am/is/are + being + past participle

continuous E.g. John is writing a letter. E.g. A letter is being written by John.

Present perfect Has/have + past participle. Has/ have + been + past participle
E.g. The boy has broken the window E.g. The window has been broken by the boy.

Past perfect Had + past participle Had+ been+ past participle

E.g. My friend had sent a letter. E.g. A letter had been sent by my friend.

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 Past simple Past tense form of the verb Was/were + past participle
E.g. The student revised the lessons. E.g. The lessons were revised by the student.

Past continuous Was/were + stem + ing Was/were+ being+ past participle

E.g. The teacher was narrating the story. E.g. The story was being narrated by the
teacher.
Future Will + stem Will +be+ past participle
E.g. I will eat the apple. E.g. The apple will be eaten.

Questions - Will the president sign the law - Will the law prohibiting corruption be
prohibiting corruption? signed (by the president)?
- Did you write your lessons? - Were your lesson written?
- Have you already revised your - Have your lessons been revised ?
lessons?

Reported Speech
Direct Speech Indirect Speech (reported speech)

simple present simple past

He said, “I go to school every day.” He said he went to school every day.
simple past past perfect
He said, “I went to school yesterday.” He said he had gone to school the previous
day.

Present perfect past perfect

He said, “I have gone to school.” He said he had gone to school.
present continuous past continuous
He said, “I am going to school now.” He said he was going to school then.
past continuous perfect continuous
He said, “I was going to school.” He said he had been going to school.

future (will) would + stem

He said, “I will go to school tomorrow.” He said he would go to school the next day.
Questions:
1 yes/no questions 1 yes/no questions
He asked me: “Do you go to school every He asked me if I went to school every day.
day?” If+ subject + past tense
2 Wh-questions
2 Wh-questions He asked me where I lived.
He asked me: “Where do you live?” Wh + subject + past tense (delete ‘does’,
‘do’, ‘did’)

Imperative Infinitive
He ordered his son: “Go to school.” He ordered his son to go to school every day.

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Modals: can, may, might, must, have to, Past modals: could, might, might, had to,
shall, should, ought to had to, should, should, ought to
He said: “I can go to school.” He said he could go to school.
He said: “I must go to school.” He said he had to go to school.
He said: “I must not go to school.” He said he didn’t have to go to school.
He said: “I ought to go to school” He said he ought to go to school”

Reported verb in the simple present The tense is the same (no changes)

1- He says: “I am fine.” 1- He says he is fine.

2- Sara tells Aicha: “I will go to Annaba 2- Sara tells Aicha she will go to Annaba the
tomorrow.” next day.
3- The teacher asks the students: “have 3- The teacher asks the students if they have
you done your homework?” done their homework.

Direct Speech Indirect Speech

today that day

yesterday the day before
tomorrow the next day
next week/ month/ year the following week/ month/ year
last week/ month/ year the previous week/ month/ year
ago before
this that
here there

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 Phonetics rules (4 words/pairs)
- Classify the following words according to the pronunciation of the final /S/.

/s/ /z/ /iz/

p, k, f, t, θ (months) b, g, v, d, m, l, n, r, ð (breaths), vowels s, z (buzzes), sh, tch, dj (wages)

Classify the following words according to the pronunciation of the final /ed/.
/t/ /d/ /id/
p, s, k, f, sh, tch, θ b, z, g, v, j, dj, m, l, n, r, ð, vowels t, d

- Classify the following words according to the number of the syllables (4 words with table, if 4 parts,
4th table column)
One syllableTwo syllables Three syllables
strength /cup
Paper/ open/ Pollution/
table beautiful
- Classify the following words according to the stressed syllable (4 words with table, if stress on 4th
syllable, 4th table column)
1st syllable 2nd syllable 3rd syllable 4th syllable
Teacher remove information Communication
technological

Stress rules (stress on one syllable, on a vowel,

1. Stress on first syllable Most two-syllable nouns and adjectives (teacher, beautiful)

2. Stress on second syllable Most verbs with two syllables (remove, connect)

3. Stress on penultimate syllable (second from the end) words ending in ‘ic’, ‘tion’, ‘sion’,
‘ian’ (electric, pollution, conclusion, physician)

4. Stress on ante-penultimate syllable (third from the end) words ending in ‘cy’, ‘ty’, ‘phy’,
‘gy’ (transparency, fidelity, geography, geology) (adjectives ending in ‘al’: psychological).

5. Stress on the last syllable words ending in: ‘eer’ (volunteer) / ‘ese’ ( Japanese) /
‘ique’ ( unique) / ‘ee’ ( employee) / ‘oo’ ( shampoo)

6. Compound words (words with two parts) nouns (first syllable: Bedroom, Blackbird,
b someone)

verbs (second syllable: overdue, understand /

b adjectives old-fashioned)
- Circle or write the silent letter in each of the following words. subtle - Wednesday - knight - climb
- Match pairs that rhyme. .
a- production 1- ethics
b- statistics 2- corruption
c- bribe 3- practices
d- notices 4- tribe

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Infinitive Past Past Infinitive Past Past Infinitive Past Simple Past
Simple Participle Simple Participle Participle

awake awoke awoken feel felt felt mean meant Meant

be was, were been fight fought fought meet met Met

beat beat beaten find found found pay paid Paid

become became become fly flew flown put put Put

begin began begun forget forgot forgotten read read Read

bend bent bent forgive forgave forgiven ride rode Ridden

bet bet bet freeze froze frozen ring rang Rung

bid bid bid get got got rise rose Risen

bite bit bitten give gave given run ran Run

blow blew blown go went gone say said Said

break broke broken grow grew grown see saw Seen

bring brought brought hang hung hung sell sold Sold

broadcast broadcast broadcast have had had speak spoke Spoken

build built built hear heard heard spend spent Spent

burn burned/ burned/burnt hide hid hidden stand stood Stood

burnt

buy bought bought hit hit hit swim swam Swum

catch caught caught hold held held take took Taken

choose chose chosen hurt hurt hurt teach taught Taught

come came come keep kept kept tear tore Torn

cost cost cost know knew known tell told Told

cut cut cut lay laid laid think thought Thought

dig dug dug lead led led throw threw Thrown

do did done learn learned/ learned/ understand understood understood

learnt learnt

draw drew drawn leave left left wake woke Woken

dream dreamed/ dreamed/ lend lent lent wear wore Worn

dreamt dreamt

drive drove driven let let let weave wove Woven

drink drank drunk lie lay lain win won Won

eat ate eaten lose lost lost withdraw withdrew Withdrawn

fall fell fallen make made made write wrote Written

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 Baccalaureate Exam Guide (Ministry of Education, November 2016)

Duration and coefficient

Streams Coefficient Duration

FL 05 2 hours 30 minutes

Foreign Languages Reading passage 150-200 words

A. Comprehension (7pts) Number of activities 5 activities

B. Text Exploration (7pts) Number of activities 5 activities

C. Written Expression 6 points

Part 1: Reading

Number of
Type of activities
activities
Type of text
*The text is a… a) letter b) conversation…
*Are the following statements true or false? Write T or F next to
the letter corresponding to the statement.
No more than
* Are the following statements true or false? Write T or F next to the 04
1 OR statements)
letter corresponding to the statement and correct the false one(s).

*Write the letter that corresponds to the right answer.

Identifying 2
*In which paragraph is it mentioned that…? paragraphs
OR *In which paragraph is…………………….mentioned?

2 OR * Read the text and put the following ideas in the order they appear in 3 to 4 ideas
the text.
4 items in table
*Fill in the following table with information from the text.

include ONE 3 to 4 questions

*Answer the following questions according to the text. inference
3 question (e.g.
opinion
question)

*Who or what do the underlined words refer to in the text? 2 to 4 words

4

Title Copy the title you think is the most appropriate. Or Give a title No more than 3
to the text choice titles
3choice for
General idea *Choose the general idea of the general ideas
text. Or Give the general idea of the text.

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 OR *The text is… To be given if
5 a) descriptive b) narrative c) argumentative d) prescriptive. there is only
one type of
discourse in
the text.

B) Text Exploration

Number of
Type of activities
activities

*Find in the text words or phrases that are closest in meaning 2 to 3 words to be
to the following. found

* Find in the text words or phrases that are opposite in meaning Specify the
1
OR to the following. paragraph for
*Match the following words with the each word.
corresponding synonyms/opposites/definitions.
* Find words in the text whose definitions follow.
*Complete the chart as shown in the example. (example-Noun, 3 to 4 words(from
Verb, Adjective) the text) to be
*Divide the following words into roots and affix(es). derived/divided into
*Give the opposites of the following words keeping the same (suffixes) roots and affixes
2 OR
root.
Grammar
*Rewrite sentence B so that it means the same as sentence A.
* Combine each pair of sentences with one of the
connectors provided. Make changes where necessary. 2 to 3 sentences
*Combine each pair of sentences with the connectors
3 OR
given between brackets. Make changes where necessary.
A passage with 4 verbs
*Give the correct form of the verbs in brackets. in brackets

*Ask questions which the underlined words answer. 2 questions

Phonology
*Classify the following words according to the pronunciation of the
final /S/.
*Classify the following words according to the
pronunciation of the final /ed/. table1st, 2nd, 3rd
4 OR 4 words/pairs
table with one, 4 words/pairs
*Classify the following words according to the stressed syllable.
two, three, four
*Classify the following words according to the number of
syllables
the syllables.
*Circle or write the silent letter in each of the following words.
*Match pairs that rhyme.

Discourse
*Fill in the gaps with words from the list given.
4 gaps

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 Provide more
*Fill in the gaps with only 4 words from the list given. words than gaps (6
words)
5 OR
*Fill in the gaps so that the text makes sense. No words given

*Reorder the following sentences to get a coherent passage. 4 statements

*Imagine what A or B says, and complete the following dialogue. 3 utterances

Divide the following words into roots and affix(es).

Prefix Root Suffix(es)

Complete the chart as shown in the example.

Noun Verb Adjective
Example

Part II Written Expression

Choose one of the following topics

Either Topic 1: (Guided& related to the theme of the reading passage)
*Using the following notes, write a composition of about 80-100 words.

Or Topic 2: (free & related to one of the other themes of the curriculum)
*Write a composition of about 80-100 words on the following topic.

Writing a composition:

1. Prewriting: gather ideas and the language related to the topic before beginning writing (brainstorming:
write down as many thoughts as possible on the topic without paying attention to organization or spelling).
2. Drafting: Note down ideas in rough form. The form of writing does not matter since it will be ordered in the
following sequence.
3. Revising: Check, revise what they have written. pp “look again” at their writing holistically.
4. Editing: Rewrite their composition correcting mechanical errors like spelling or punctuation.

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