Feedback is the last result of every work, which indicates the effectiveness of input and the materials being used in the classroom environment. Sampson, A. (2012) declared that: There is general support for input on learners’ errors, as being helpful for language acquisition. As defined by Voerman, L. et al. (2012) the crucial aim of feedback is decreasing differences between aim and present stage of comprehension and acting. According to Ahangari, S. & Amirzadeh, S. (2011) feedback is a vital instrument for instructors to keep their learners’ slips from getting fixed and assist them advance their inter-language condition. Hosseini, M. (2014) declared; her investigation result demonstrated beneficial effect for using indirect and direct feedback in order to improve EFL Students’ grammatical accuracy in writing. Declared by Kluger, N.A. & Denisi, A. (1996) in terms of feedback, learner’s output is gathered to use and revise student’s motivation, comprehension and reaction in the future. Abdollahifam, S. (2014) announced, ‘Whenever students hand in their pieces of writings, they are expecting a reaction from the teacher, These reactions have mainly been of an evaluative and didactic nature and that is why the most famous type of feedback is corrective feedback’ (p.16) Process in which we understand linguistic form of language, is called input and the process of producing linguistic form is called output, hence writing is the latter.(Brown, D., 1941) Chastain, K. (1988) announced ‘learning requires feedback, if the feedback received is complete and correct, student’s lock the knowledge in long-term memory and moves on to other material’ (p.361) Huchinson,T. & Waters, A. (1987) declared that assessment is concerned whether particular skill or course is reaching its objectives or not. Claimed by; Richards.J.C, Schmidt.R, (2010) any data that gives information on the consequences of individual’s reaction in particular circumstance is feedback. In education, feedback indicates comments or other data that learners get concerning their prosperity on learning activities or tests, either from the instructor or different persons. As defined by Terrel, D.T. (1986) the capacity to understand utterances in the feedback can be analyzed by taking two segments: The utilization of context-based techniques to focus significance of unknown structures in the input & the relationship of semantic with these new structures. Williams, M. & Burden, L.R. (1997) defined; psychologists in the field of linguistics were the first to perceive the force of feedback as a motivating impact. According to Hughes, A. (1989) in giving the feedback ‘tasks should elicit valid samples of writing which truly represents student’s ability. (p. 83) as composition is divided in different stages of pre-writing, guided writing & free-writing and different factors such as: lexis, syntax, punctuation and discourse and organization should be considered, in order to evaluate it various types of feedback should take into account (Madson, S.H, 1983) evaluation being applied in each class according to age, gender, personality and attitudes of learners differs. According to Heaton,J.B (1988) ‘the use of correct registers becomes an important skill at advanced levels of writing’ (p.135) It is the instructor’s duty to choose and apply the most effective type of feedback with consultants of course designers, sponsors and colleagues. Attempt in getting feedback ought to be made to focus the sorts of composing authentic tasks. (Heaton,J.B, 1988) Picking up the beneficial sort of feedback, inquires the high potential of investigation by the researchers and likewise teachers, in order to observe efficacy of their efforts. Ahmadi, D., Maftoon, P. & Mehrdad, A. Gh. asserted, different studies have been researching to see if certain sorts of corrective feedback are more useful than others to help EFL learners enhance the accuracy of their composition.