skills are defined as an individual's efficacy in self-expression, ability to communicate in social life, and capacity for academic success at a later age (Tavşanlı, 2019). In addition, it is known that cognitive development, creative and critical thinking, research and problem solving skills, phonological awareness, recognition of words, reading comprehension, and using language operate at a higher level in individuals that have good writing skills (Aram 2005; Bloodgood, 1999; Shatil, Share & Levin, 2000). Because in the writing process, many cognitive skills come into play in a collaborative fashion. These processes usually require high-level thinking and skills to apply thoughts. In turn, this enables the development of many mental skills. Writing instruction and process-based writing Writing instruction is the product of a mental process that has changed over time to a structure that cares about the process, rather than the product (Lee, 2020). Accordingly, in this process, it is necessary for students to receive feedback before, during and after writing. During the writing process, it is important for the students to offer their opinions about their writings, receive feedback from teachers and their friends, and be encouraged to review and rewrite their work in order to improve their writing skills (Patchan, Schunn & Correnti, 2016). The majority of students tend to find writing activities boring and difficult because writing is the hardest skill to acquire and develop (Tavşanlı, 2018). Since writing involves the three basic mental processes of planning, drafting and reviewing, these tasks that need to be performed in these processes challenge students cognitively. In reviewing, which is the last stage of the process, it is necessary for students to read their work, find errors, and evaluate the whole text. Then, the text is rewritten in response to the outcome of the review (Schuldt, 2019). In process-based writing instruction, there are five stages that highlight the process, namely pre-writing, drafting, revising, editing, and publishing (Graham & Harris, 2017). In the prewriting, the subject to be written is decided, research is done about the writing subject, and the paper's plan is drawn. In the draft stage, the first version of the paper is presented. In the revising part, the paper is examined both contextually and formally. In the editing, the detected errors and deficiencies are corrected, and the writing is rewritten. In the sharing part, it is ensured that the papers meet with a specific audience. These steps must be performed in order to establish an effective outcome in the form of a writing. In particular, the revising, feedback and editing stages are of great importance in increasing writing success (Vattoy, Gamlem & Rogne, 2020). Revision and editing in writing Revision and editing are considered as the most important stage of the process-based writing approach and many writing learning theories (Schuldt, 2019). This stage starts with the re-reading of the texts the student has written, and ...