The responses and suggestions of readers may guide revision or redrafting. As teachers model and guide the revision process, they increase students' awareness of the components and skills of effective writing. This stage may extend to polishing drafts and to publishing or making the writing public by presenting it to the intended audience. Direct instruction in punctuation, spelling, grammar and handwriting is appropriate during this stage. The process is not necessarily a linear series of stages.
Writers often move recursively, shifting from one activity to another and back again as they write.
For example, prewriting is an initial activity but more or different ideas may be generated as a student writes. Students at all levels need to experience all stages of the process if they are to mature as writers and learn to consider the alternatives that are available to writers. The prewriting, drafting and postwriting experiences suggested for elementary students are not different in kind from those appropriate for middle years and secondary level students. The difference lies in the degree of sophistication and complexity. Students' abilities at each stage of this process will increase with maturity, practice, knowledge, skill acquisition and decision-making experience.