In the context of seminars with a total of 197 students, an attempt was made to support the development of writing competences by means of regular feedback on short texts. Two forms of feedback were tested in an experimental setting. Compared to feedback in the form of points (control condition), elaborated feedback (experimental condition) proved to be advantageous: It was found to be more helpful and to better support learning. Furthermore, the improvement of the student texts during the semester could only be shown for the experimental group.