DRAWING SOME CONCLUSIONS

Different outcomes about how students considered writing were provided from the analysis of the three implemented instruments, giving as a result the presentation of three categories: Dealing with writing, Managing language rules and The role of feedback.
Once these three categories were studied and evaluated, it could be noticed how they were just the support of each one. In the category ¨Dealing with writing¨, it was found out in the results that if we want to foster a writing process, our students really need a starting point on how to begin writing. When the teacher showed them the road towards a better writing, they were encouraged in order to dare themselves about their capacity to write, once they were illustrated about how to do something on writing, they started having the idea of what to put in writing.

Connecting the ¨Dealing with writing ¨ category with the second one ¨Managing language rules¨, it is noticed that from the initial moment the first category pushed them to do something about writing. They felt the need of having an idea not only about what process to follow in order to write (writing stages) but what kind of elements they needed in order to support the first category. In other words, the second category which was about language aspects was just an obvious support that students needed when they followed stages, since it was not about to know what to do but to have elements to start doing it.

Finally, the first and second category, as they had been briefly explained before, needed a very outstanding component that was about feedback. When it is talked about supportiveness ¨The role of feedback ¨ category contributed in this project to the process of fostering writing, then, it was very important to take it as the touch that shaped the way as students organized their writing (writing stages) and what they used to deal with it (rules).

Reflection: When you have developed you categories and you have answered the research question (s) you are ready to draw the final conclusions. Remember you need to remind the reader of your initial research objectives too, besides the purpose is to inform the reader rather than persuading and finally it is required to make a original contribution.