According to sociocultural theory (SCT), corrective feedback (CF) entails a negotiation process whereby writing instructors support second language (L2) writers in self-correction and provide a level of guidance needed for writers to actively engage in revision tasks (Aljaafreh & Lantolf, 1994). Drawing on SCT, this collaborative self-study details the CF experiences of one writing instructor and four L2 students. Focusing on six "critical incidents" occurring within the instructor's teaching context (a developmental writing course in a Northeastern U.S. university), the authors investigate L2 writers' responses to written (WCF) and negotiated oral CF. During these incidents, students engaged with different forms of CF. The authors' analysis of these incidents draws attention to the micro- and macro-contextual features that complicate students' uptake and perceptions about differing forms of CF. Findings reveal the importance of face-to-face negotiation in resolving lexicogrammatical issues. Despite some students' successful uptake of WCF, the paper argues that negotiated feedback provides L2 writers with additional opportunities to develop writing identities and to assert their writerly agency. Pedagogical implications are discussed.