This study's aim is to evolve knowledge about formative assessment of writing by investigating how pupils in grade 5 in elementary school rewrite their narrative stories based on their teachers feedback in writing. The questions that will be answered is; What type of formative assessment does the teacher provide the students with? and How do the students rewrite their narrative stories based on the teachers formative assessment? The study builds on a text analysis which is based on two theories. The first one is Hoels (2001 s. 27) text triangle and the second one is Lundahl's (2014) definition and categorization of formative assessment. The material which was used in the analysis was eleven student's first draft of their narrative stories, the teachers feedback on their work and the student's final work. The result showed that many students have problems with rewriting their texts on a global level, which was when the teacher gave feedback that withheld information regarding the text's structure and "red thread". Usually this problem is shown on students who are considered to be inexperienced writers. Their focus normally ended up on the more concrete feedback on the local level which the teacher commented on. This usually inheld information abaout punctuation marks and incorrect spelling. This feature i known as sliding down. The result however showed that the more experienced students had developed strategies to be able to switch between the different levels. The teacher's comments on the global level were mostly connected to the tasks matrix which helped clarify the purpose for the pupils. However every student recieved comments regarding spelling which took away the focus on comments regarding the text as such.