This paper investigates the application of some of the most frequently used writing error correction techniques to see the extent to which this application takes learners' cognitive and affective characteristics into account. After showing how unlearned application of these styles could be discouraging and/or damaging to students, the paper proposes modifying the application of these techniques in such a way that the new versions involve learners in the correction process, avoid destroying their confidence, Walz (1982), and avoid hindering their motivation. (Contains 6 tables.)