This study aimed to determine differences in the uptake of peer and teacher feedback after writing students received longitudinal feedback from only one of these sources. It also investigates the types of feedback given by peers and a teacher in order to explain those any differences. Data was collected from 64 Japanese university students in four classes. It was found that peer feedback was more often non-specific, whereas teacher feedback was more often specific and more often uptaken. Moreover, while more frequent teacher feedback led to misunderstandings or unsuccessful revisions, more frequent peer feedback led to successful revisions. Furthermore, while the teacher gave more feedback using coded marks and general comments, peer feedback was made up of more uncoded marks and direct comments. It may increase the uptake of peer feedback if peer reviewers are trained to give specific feedback and general, rather than direct, comments.