In her article, Icy Lee (2019, pp. 524-536) discusses the differences between comprehensive written corrective feedback (CWCF) and focused written corrective feedback (FWCF). She argues that teachers should concentrate more on focused feedback, and highlight and correct only a few grammar errors or issues with organisation, for example, instead of marking every single mistake made by a student. In this paper, I will critically analyse the points she makes and argue that her opinions, while valid in many respects, are not substantiated enough to persuade teachers to follow her lead. [For "Teacher Written Corrective Feedback: Less Is More," see EJ1231498.]