One of the most important areas of instruction for international students in college is academic writing. In this study I am evaluating how successful the completion of multiple error logs applied to sequential drafts of various essay prompts is as a tool for revision. The researched population includes international undergraduate students, at intermediate course level, whose primary language is not English. Analysis of students’ writing focuses on students' integration of instructor feedback and improvements in lexical cohesiveness across drafts. Discussion of the results of this study will address the pedagogical implications of findings concerning the use of error logs as a pedagogical tool in academic ESL classes.