This paper proposes an EFL corrective feedback procedure at the intermediate level that is based on both (1) findings of empirical research on Arab EFL writers' compositions (Atari, 1985; Atari & Triki, 2000; Kharma, 1986; Kaplan, 1966; Mukattash , 1986; etc.) and (2) a unified theory of EFL writing pedagogy integrating both product and process at all language levels: cf Connor (1987). The proposed procedure consists of four recursive cycles of revising processes as p art of the "overarching " composing process (Witte, 1985). These are: 1. Awareness-raising; 2. Peer evaluation of students' individual drafts; 3. Students ' reformulations of their own first drafts ; and 4. A contrastive analysis exercise whereby students compare and contrast their modified drafts with a model offered by their instructor.
Omar Atari