This study researched over 1.600 marginal and end comments written on 110 first essays by 47 ESL students considering pragmatic goals for and linguistic features of each comment.(2) After this, drafts of each individual essays were examined to observe its influence on students revisions if the changes made in response to the teacher´s feedback to improve the essays. (3) An important part of the comments led to substantive students revision, and that there were particular types of commentary forms more useful than others. (4) The results are suggestions of important implications for L2 writing instruction and future studies on a vital but surprisingly neglected topic. ( 103 words)
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