A feedback technique for second-language compositions is that of "reformulation." This procedure consists of having a native writer of the target language rewrite the learner's essay, preserving all the learner's ideas. The learner then compares this version with the original version, complete with teacher corrections. To determine the benefits of this technique, 53 learners of Hebrew were divided into two groups, a reformulation group and a teacher-correction group. The students were asked to write three compositions over an 8-week period. All students met with research assistants during the 2-month period. The corpus of data for assessment came from eight students in each group. Students, teachers, and research assistants all contributed evaluations. Findings indicate that teacher-corrected compositions were more appreciated and contributed more to student improvement in writing skills. Generally, students also found that discussing their errors with a native speaker (the research assistant) was an advantage. With regard to the reformulation group, there were mixed reactions. Generally, the students were not able to compare the two versions without teacher assistance. One conclusion of the study is that the reformulation technique might be successfully used with conscious learners who would welcome explicit comparisons. (AMH)