This paper is set in the context of my experience in advanced ESL writing classes at two Canadian universities. Based on my experience and the research literature, several types of feedback should be administered by teachers to create more effective learning opportunities among advanced ESL writing students. In this paper, I examine the advantages and disadvantages of three main types of feedback: peer feedback, teacher feedback and online feedback with anonymity used in university advanced ESL writing courses. I also present evidence as to which types of feedback are the most effective, how online feedback with anonymity plays an important role in processing peer feedback and how feedback should be administered. I conclude that among advanced ESL writing students written feedback with oral explanations will improve the accuracy of writing faster than only providing written feedback. At the same time, online feedback with anonymity will encourage students to provide more objective feedback than class discussion. I will illustrate what I consider to be an effective feedback which will conclude as my suggested model.