Written corrective feedback (CF) has been the most heavily researched topic in second language (L2) writing over the past 20 years. As a recent research timeline article in this journal (Ferris 2012; see also Bitchener & Ferris 2012) shows, studies of error correction in student writing have crossed disciplines (composition and rhetoric, foreign language studies, applied linguistics) and have utilized a range of research paradigms, including descriptive text analysis, quasi-experimental designs, and quantitative and qualitative classroom research. This article highlights two landmark studies on this topic, both from the 1980s, representing two of these research traditions. It explains why replication of these two studies would further advance our knowledge about written CF and makes specific suggestions about how the replications should be completed.