We have created a new teaching tool--process memos--to improve student writing. Process memos are guided reflections submitted with scaffolded assignments that facilitate a written dialogue between students and instructors about the process of writing. Within these memos, students critically assess available teaching tools, discuss their writing processes, pose lingering questions about the assignment, identify weaknesses in their writing, and give advice to future students. Using process memos (N = 240) collected in spring 2014, we outline the benefits of process memos, including how this tool establishes a productive dialogue about writing and increases self-reflection among both students and instructors.