This article begins with examples that illustrate four important points about feedback that one often misses. First, giving feedback does not necessarily mean telling students what is good or bad. Second, feedback should be inseparable from the larger classroom conversations. Third, feedback is not merely cognitive in reach, nor merely corrective in function. Fourth, optimal feedback is responsive. Teachers who want to provide feedback that strengthens each learner's writing skills, motivation, and independence should keep these five principles in mind: (1) Context matters; (2) Teachers aren't the sole source; (3) A focus on process empowers students; (4) "Positive" doesn't mean praising; and (5) Feedback shifts how students see themselves. The primary goal of feedback is to improve the future possibilities for each individual learner and for the learning community. This means expanding, for every learner, the vision of what is possible, the strategic options for getting there, the necessary knowledge, and the learner's persistence.