A discussion of the use of feedback in process-oriented second language writing instruction focuses on students' need for feedback, the most effective ways of providing it, appropriate timing for feedback, and how students use this information. Literature on feedback in process-oriented writing instruction is reviewed in light of each of these issues, and some suggested classroom responses to the research findings are outlined, including methods of giving feedback (reformulation, topical structure analysis, student self-monitoring, peer response) and ways of evaluating these methods for effectiveness. The role of learner strategy training in giving and using feedback is then explored briefly. In conclusion, the principles of effective feedback are summarized. Contains 27 references. (MSE)