College faculty faces decisions about how to provide feedback on written work. We compared the quality of student writing and student impressions of feedback from both full and minimal markup methods. There was only one significant difference in the quality of writing or content between full and minimal markup. Students scored the functionality of the two markup methods consistently in their ability to improve their writing skills. Student comments were overwhelmingly positive for both markup formats. We encourage teachers to make use of the approach that fits the best with the teaching and learning strategies and designs in their classes.