A study examined peer group writing evaluation in the classroom. Freshmen in expository writing classes were trained at the beginning of the semester to respond first to the ideas in the essays, and only after giving the writer feedback on this level were they to help the writer with mechanics and syntax. After being divided into groups of four or five, the students read their first drafts aloud, with each peer in turn criticizing the writer's work orally and in written comments on the copies. These comments were used in writing second drafts, which were turned in to the teacher, whose comments were then used for the final draft. The peer groups generally followed the same pattern of development. In the early stages, the majority of comments were positive evaluations of a writer's work. Along with these supportive comments were criticisms of content and form, which the writers did not always use in their revisions (reflecting their resentment at being criticized by someone other than the teacher, as well as a lack of experience in revision). Comments about grammar, punctuation, and syntax were more helpful. The peers were able to pinpoint surface level problems and offer solutions. As the semester progressed, the peers began to suggest ways that the writer might revise a text instead of merely criticizing the writer. (HTH)