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Automated Written Corrective Feedback 13: Sentence Structure, Verb Control, and Writing Development: A Multi-Method Classroom Study Background: Understanding short-term development in second language (L2) writing requires examining not only score improvements across drafts but also the linguistic factors that predict writing quality and the developmental profiles learners exhibit. While revision-based instruction is widely used, empirical evidence linking grammatical knowledge, score gains, and instructional priorities remains limited in classroom-based studies.Purpose: This study investigated short-term writing development in a practical English writing course by examining (a) score improvement across drafts, (b) grammatical predictors of final writing quality, (c) learner developmental profiles, and (d) Tier-based instructional priorities.Methods: Participants were 22 Korean university students enrolled in a Summer 2019 practical English writing course. The dataset included two-draft writing scores and five grammar quiz scores (sentence structure, main verb control, agreement, parallelism, and articles).

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