In this paper, we describe the various ways of giving feedback to learners, in this case Chinese, after completing a written task, as well as the process we have adopted to make the correction process more efficient and effective. Thus, in the theoretical part of this study, we address the feedback given by peers (classmates), and feedback that involves the teacher, not only written (direct and indirect), but also teacher-student conferencing. In the practical part of this paper, we analyze how the adopted 'method' of correction and rewriting makes the process more reflective and thoughtful, not only improving the written tasks, but also leading students to retain the aspects understood and corrected, even if this retention is not absolute in the majority of the cases.