A study examined the effects of peer evaluation on writing fluency and writing attitudes. Subjects, 177 ninth grade students from seven classrooms, were randomly assigned to experimental and control groups. Subjects in both groups wrote a first draft of a paper. Those in the experimental group then received peer evaluation training and rewrote their papers based on assistance from their peer evaluation group. Subjects in the control group rewrote their papers receiving assistance from the teacher only when they asked for help with specific areas. Subjects also completed pretests and posttests that measured their attitudes toward writing. Writing fluency was measured by a word count on the first and last drafts. The results showed a significant overall increase in positive attitudes toward writing in the experimental group, and that females in both groups showed a more positive attitude toward writing than males on both the pretest and the posttest. There was, however, a decrease in word count from the first to the last draft in the experimental group, suggesting that rather than helping the writers to feel more at ease and to expand their writing, peer evaluation might have helped the experimental subjects refine and tighten their writing. (HTH)