This peer-evaluation assignment encouraged students to think critically, synthesize information and write about public relations course material rather than incorporate surface information into written assignments. Because peer reviewers can improve the grades on their final papers by offering concrete suggestions to the original authors, students tended to report that the peer-evaluation process improved their writing skills, critical thinking ability, and their understanding of public relations concepts and theories. This research demonstrates how peer evaluation can be a positive learning exercise that prompts students to develop higher-order cognitive skills and to improve their writing skills while learning discipline-specific course concepts. (Contains 3 tables and 26 endnotes.)