Abstract
This study insists that correction in writing is important not only to correct errors of learners' compositions, but also to understand learner writing skills. We examined the structure of each in-class composition through an on-the-spot discourse analysis in order to connect the analysis to the actual in-class activities. It seems that correction has low learning effects in terms of time and effort. However, by devising the viewpoints and methods of correction, teachers can clarify individual learner errors, and are able to give individual learning support. Especially in advanced composition classes individual learners make different kinds of errors. I suggest that teachers adjust the ways of correction to match individual learner errors.
