This evidence-based, procedural paper outlines academic writing peer review practices conducted by Pre-Master's Pathway and pre-undergraduate Foundation programme students at two Irish universities. The theoretical framework section presents the view that formative teacher feedback on student writing alone is insufficient, suggesting sustainable feedback through transmission of knowledge via student-generated feedback. We outline the peer review process, providing learners' reactions focusing on what went well and what can be improved. This provides an outline of possible processes for others to use in their context, with a discussion of relevant considerations. Issues discussed include how to enhance the quality of peer feedback and maximize its impact on student learning. The ultimate aim of the practices is to improve the experience of the learners, and better facilitate their readiness for forthcoming modules in Irish universities. Overall peer review practices develop emerging academic writers, and should be considered in foundational, pre-sessional and beginning stages of learning in undergraduate, and those returning to Masters programmes. Peer review practices require active involvement and collaboration, and can improve self-regulation capabilities of emerging academic writers. The practices effectively encourage the transmission of socially constructed knowledge regarding their capabilities, and ultimately lead to improved self-efficacy and general writing abilities of learners.