Many writing teachers provide feedback to their students through writing conferences; however, the existing literature indicates teachers may unintentionally harm their weaker students by using this strategy. To better understand the effect of the writing conference on developmental writing students, the researcher created a mixed design ANCOVA to answer the research question: What is the effect of oral feedback delivered via student teacher conferences on significant revisions to content, structure, grammar, and style for developmental writing students? The study found no statistically significant difference among treatment groups. Therefore, the researcher concluded that students improved their drafts regardless of the feedback method.