In her position article, Lee (2019) compellingly argues for focused written corrective feedback (FWCF) and offers clear guidelines for teachers to shift their feedback approach. As English language teaching practitioners in Chinese universities, we share Lee's view against any unthinking adherence to comprehensive written corrective feedback (CWCF) and advocate principled feedback practice. Our response begins by presenting the common ground between Lee's and our stance, followed by problematizing her 'less-is-more' argument. Finally, following Lee's guidelines, we propose a few context-specific suggestions to help university teachers in mainland China and other contexts better implement FWCF. [For "Teacher Written Corrective Feedback: Less Is More," see EJ1231498.]