A study examined whether self-evaluation of writing should precede peer evaluation, and explored effective strategies for peer evaluation of writing. Seventy-six advanced placement English students in a Raleigh, North Carolina, high school were divided into experimental and control groups. The control group participated in peer evaluation of essays for two semesters, while the experimental group participated in self-evaluation of essays the first semester and peer evaluation of essays the second. All rough drafts, peer evaluation and self-evaluation forms, and final essays were ranked for effectiveness of evaluations in final revisions. Results indicated that peer evaluation of essays resulted in stronger revision in essays than did self-evaluation, while self-evaluation and peer evaluation of essays resulted in moderate revision. After all essays were ranked, students completed a questionnaire, on which most indicated that they preferred peer evaluation of writing to self-evaluation. (Tables of data, the questionnaire, and a peer evaluation form are included.) (HTH)