This in-house inquiry explores the response practices of a group of L2 writingteachers in our specific program to gain a better understanding of these teachers’feedback practices and to bring about purposeful change within our local context.Data consist of 4,313 electronic feedback (e-feedback) items given by six writingteachers to 36 L2 students on six writing tasks in a first-year writing course forinternational students. Using Ene and Upton’s (2014) e-feedback framework, eachfeedback instance was coded for feedback target, directness, explicitness, charge,and location. Although some variations exist, results show that these teachersoverwhelmingly focused on form across writing tasks. Findings also show that thee-feedback was primarily corrective, direct, explicit, and within-text. Following adiscussion of our programmatic response to this internal investigation, we con-clude by arguing that programs can establish philosophies of response grounded intheir specific context based on examination of local practices.