Providing feedback on student writing is a much debated topic about which one group of researchers argues that it is ineffective, while another group remains convinced that it is, while at ground level teachers and lecturers simply carry on ‘marking’ texts. The author of this article argues that both sides of the argument have valid contributions to make and used the arguments both for and against feedback to create a checklist for effective feedback practice. Adhering to this checklist should counter most of the
arguments against feedback, while supporting and improving the positive arguments for feedback.

Keywords: feedback, second-language writing, process approach to writing, consciousnessraising, error, input, correction, second-language learning, language awareness