Recent studies documented that the act of writing explanations improves students’ learn-ing only to a limited extent, as students attend less frequently to genre-typical features ofcomprehensibility during writing explanations (i.e., cohesion). In this study, we investi-gated whether learning by writing explanations can be enhanced when students addition-ally receive computer-based feedback on the cohesion of their explanations. Sixty-oneadvanced students studied a hyper-text about photovoltaic panels. Afterwards, they pro-vided a written explanation about the learning content. During writing, students randomlyreceived either individual computer-based feedback in the form of a concept map or not.Our findings indicated that students who received additional concept map feedback out -performed students without such feedback on a transfer test. Mediation analyses revealedthat the effect of the concept map feedback on students’ transfer was mediated by the levelof global cohesion of the provided explanations. Thus, we can conclude that learning bywriting explanations can be enhanced by formative computer-based feedback that providesspecific information about the quality of students’ written explanations.