Seventy-four college students participated in a peer review assignment. Subjects were asked to write a draft of a three-page paper, distribute copies to three peer reviewers, revise their papers using the resulting feedback from each of the three peer reviewers, and then prepare and submit a final paper. Reviews were scored for the quality and specificity of feedback. Final papers were scored for the degree to which appropriate feedback was accepted. Results suggest that peer comments improved writing and that students of all ability levels can select and apply appropriate feedback. Papers receiving higher grades were more likely to have accepted appropriate feedback. Feedback that was judged to be of higher quality was more likely to be accepted. While students who wrote better papers and made higher course grades gave better feedback, the willingness to accept appropriate feedback was unrelated to course grade. (Author/SLD)