Abstract
This paper considers what types of corrections are most effective with high-proficiency Japanese language learners (NNS) with a need to write papers in Japanese. An analysis of NNS' awareness regarding corrections was performed and compared with Japanese university students (NS). Both groups tended to stress content problems, yet showed a higher understanding of problems of form. However, NNS had higher comprehension of problems than NS, and understood necessary points. This is likely due to studying essay writing for a semester. In contrast, comprehension was unsatisfactory regarding content problems that cannot be solved with local corrections, such as "depth of consideration".
