The current study aims to investigate the effect of indirect codded correction feedback (ICCF) and affective short comments of the teachers on the students writing performance. The study aims to answer whether ICCF alone enhances the quality of the students writing or does it work better with the short affective comments of the teachers. The current study was conducted at a private university of Karachi, and data for the purpose of this study was conducted from 90 undergraduate business students. There were two group of students: control and experimental. The participants were randomly assigned into two groups: control (ICCF only, N = 45) and treatment (ICCF and short affective teachers' comments, N = 45). For the purpose of this study, all participants were required to complete three writing tasks and the tasks were assessed and graded by two subject experts. The researcher applied t-test to find whether there was any significant difference in the mean score of both the control and treatment group. The result of the study unveiled that treatment group students performed well than comparison group students as it was revealed in their third writing draft. Moreover, the result of the questionnaire unveiled that the respondents of the treatment group were of the view that ICCF and short affective teachers' comments increased their perceived motivation level.