Many composition teachers use the writing conference to provide feedback to their students; however, the existing literature on the subject indicates that 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 per student teacher conferences on significant revisions to content, structure, grammar, and style for developmental writing students? The researcher obtained first drafts and final drafts from seventy developmental writing students in a large mid-western community college. The students were assigned to three different treatment conditions: oral feedback only, written feedback only, and both oral and written feedback. The study found no statistically significant difference among treatment groups. The research concluded that students revised their drafts regardless of the feedback method. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]