Models of and research into the writing process support the use of peer editing in the regular activities of a writing class. It has the advantages of: adding perspective to students' perception of the writing process, both their own and others'; promoting student self-confidence; improving the class atmosphere by active student involvement; and providing an additional diagnostic and teaching tool. For teachers using peer editing, it is useful to establish a classroom climate of trust, design activities leading to the first editing exercise, give the students clear reasons for using the process, designate regular peer editing days, have specific tasks and questions for peer editors to use to build on previous work in class and on previous editing sessions, work with groups of three students, set a time limit for student editors, have student editors explain comments to their peers as well as write them down, have students rewrite their compositions and incorporate the suggestions made, and include an editor self-evaluation component. Common questions about peer editing in English as a second language (ESL) concern its effectiveness for grammatical errors, reinforcement of errors by peers, whether or not students take peer editing seriously enough, the opportunity for cheating and plagiarism, and the time consumed in the process. Editing sheets for intermediate and advanced ESL classes are appended. (MSE)