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Automated Written Corrective Feedback 10: Grammar, Gains, and Learner Profiles in L2 Writing Background: Second language (L2) writing development is often assumed to follow a linear trajectory in which learners' performance improves steadily across drafts. However, research in second language acquisition suggests that development is nonlinear, subsystem-specific, and highly variable across learners. Understanding how writing scores change over time, which grammatical subsystems most strongly influence writing quality, and how learners cluster into developmental profiles can inform more effective instructional prioritization. Purpose: This study investigates writing development in a practical English writing course by addressing four research questions: (1) Do writing scores significantly improve across drafts? (2) Which grammar quiz components predict final writing quality? (3) Are learners clustered into distinct developmental profiles? (4) Which grammar areas should be designated as Tier 1 instructional priorities? Method: The participants were 27 undergraduate students enrolled in a 2019 fall practical writing course.

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