If properly administered, peer-group critiques in college writing classes can be an effective means of sharpening students' skills of critical reading while increasing their awareness of audience. If not properly administered, however, they can be unpleasant and nerve-racking for all involved. Finding that both she and her students dreaded peer critiques, a professor at Truckee Meadows Community College learned that once students were properly introduced to the process both her own and her students' attitudes changed. Students must be shown that peer critiques are not about "negative criticism," editing or proofreading. They are about how readers respond or react to a draft. Students must be given specific areas or questions to concentrate on, e.g., Are there enough examples? Is the reasoning logical? Students must also be taught how to phrase their responses to a paper. In "The Writer's Way" Jack Rawlins suggests that the writer initiate the response process by raising questions and then listen to feedback without arguing or defending the paper. A simple "thank you" is adequate. Those responding to the paper should understand that they are not grading the paper but rather offering just one response. They should be encouraged to stress the "I" not the "you." In fact, "I" statements work best ("I couldn't follow your explanation"), as they stress subjectivity. Finally, teachers, looking interested and engaged, should themselves model responses while sitting in on different peer groups. (Contains 17 references and several in-class instructions for students.) (TB)