Feedback is a key component of teaching second language writing. As the field of second language writing instruction has recently placed greater emphasis on sociocultural considerations, issues related to the nature, negotiation, and delivery of feedback need to be re-examined. The present paper sought to provide a sociocultural basis for such a re-examination by integrating Dynamic Assessment (DA) into the revising stage of the writing process in L2 writing classes. The paper discussed how such integration might help improve the nature of teacher error feedback and its delivery in L2 writing classes.