Abstract: Since Truscott's criticism of grammar correction in L2writing classes, debate about whether and how to give L2 students feedback on their written grammatical errors has been of considerable interest toresearchers. Through the review and analysis of the controversies and debates about written corrective feedback, the causes for these controversies werefound out and the weak points of arguments from the both sides were identified. These findings indicate the direction of future study in this field and alsoprovide a guideline for grammar correction in English writing class. The results showed that inconsistencies in research design lead to incomparable studieson corrective feedback, and the controversy surrounding the effectiveness of corrective feedback can only be resolved through careful designed studies. Basedon the existing research findings, designs and methods abroad, further research can be carried out in Chinese context. Meanwhile, there are pedagogicalimplications for English writing class. First, teachers should help students increase their awareness of self-correction. Next, students should be guidedand encouraged to use appropriate corrective strategies. Last, the effectiveness of corrective feedback needs to be improved by taking proper measures.