The role of error in the educational process was altered during the transition from traditional to modern theories of learning and language teaching. The purpose of this article is to review the connection between all of these theories and the methods of approaching error in teaching practice involving writing correction. Firstly, the article outlines the role of language error in the context of the traditional language learning approaches and teaching of the written speech, viewing it mainly from the behaviorist perspective. Secondly, its role is examined: a. in modern theories of learning and, especially, within cognitive and social constructivism, b. in modern theories of language teaching and c. in modern theories of writing. Finally, the article proposes modern methods of approaching written errors based on the model of formative feedback.