This study aims to investigate effective writing feedback by giving “reader-based feedback” proposed by Elbow (1998) at a university writing center and inspecting its process and result. We gave feedback on the output of 7 college students by the instructors adopting the point of view as a reader through face-to-face and on-line consultations. By analyzing the process, output, and interviews made by students, we could ascertain some effects on self-awareness as a writer and on competence in considering readers. Furthermore, these effects were enhanced by a conversational cycle, that is, not as a unilateral correction from an instructor, but as a cycle of feedback-response-refeedback. However, in terms of the process of exchange, an instructor cannot avoid expressing the voice of a teacher during dealing with errors students make, since writing feedback cannot be accomplished without educational purposes and students' needs. Thus, the role as an instructor who fulfills reader-based feedback should be recognized as multilayered. There should be discussion on how we reconcile a role as an instructor with a role as a reader, maintaining the main perspective as a reader when giving feedback.