In this teaching article I discuss the pedagogical implications of a classroom activity in which students work reflectively with instructor feedback that has been provided to their writing. Using the "comments" feature in Google Docs, instructors create a dialogue with students through "feedback conversations," in which feedback is the exigence for collaboration in developing a student's writing process. This activity addresses the work of Edgington (2020) and Gay (1998) by offering an exercise that allows instructors to remain reflective on their feedback practices while also instigating a "conversation" between instructor and student. By offering a virtual space to house this conversational exercise, instructors provide students a chance to take autonomy in their own learning and writing development. Feedback conversations give students a direct say in the development of their process, ensuring that the instructor is not the only voice being afforded credence in how students are to use feedback to develop their writing process.