This study examines the ways advisers respond to a learner's writing by email and the reasons they give this feedback. Five advisers, who have experiences in writing feedback electronically, experimentally gave feedback to the same learner's writing. There are three responding patterns, pointing out errors with colors and symbols, using a comment function of Microsoft WORD and rewriting whole sentences. They used both explicit and implicit feedback. When choosing feedback, advisers are considering educational effects, writer's aim, complexities of correction and time expenses. Each adviser is making decisions following own guidelines for responding which are based on their own beliefs.
