As the previous two sections have suggested, correction must not be the sole preserve of the tutor. With the increasing attention being paid these days to learner autonomy (see Module 12), we need to be doing all we can to encourage students to self-correct for James's slips/lapses, first- and second-order mistakes.

However, we should not just see self-correction as something that happens after the tutor has marked a student's work. Drawing on Graham's (1997) taxonomy of self-correction and prompted correction processes, Powell lists a number of strategies that students can be encouraged to adopt before they submit language work, including:

• checking a completed task for meaning: has the task been properly addressed and fully executed?
• checking for grammatical accuracy;
• re-checking a piece of work after a certain period of time to gain some distance from it, possibly using 'read aloud' techniques;
• reviewing strategies and planning involved in the task and how they might be improved.

(See Powell, 2001a: 148-49, for a fuller discussion.)