We’ve all had the experience of peer review exercises that prove totally useless. Maybe we’re afraid to say what we really think because our friends will think we’re being harsh or unkind. Maybe we’re afraid of what others might say about our own hard work and struggle. Maybe we don’t really know what to say. So we just say, “Good job!” or mark a few curious commas or identify a few misspelled words or offer some vague advice about “flow.” If this is the advice we receive on our own drafts, of course, we find little of it actually that helpful.

What can we do instead? 

1. For starters, remember that you are part of the intended audience. This writer is writing to you! And one of the most important things *they* want to know is whether you get what they’re trying to do or say. In fact, if this is an early draft, they may *not* yet know what they’re trying to say — and you might actually see more of a pattern or a possibility than they do. So tell them: What do you see them trying to do? What question or problem are they responding to? What kind of evidence do you see them using to construct an answer? Focus first, in other words, on describing — not evaluating — what you see them trying to do. Your job is to be an engaged reader and a fellow apprentice writer. 

2. Second, as a writer yourself, you can consider what you learn from this writer’s efforts — and tell them this, too! Tell them what you appreciate, what they’ve done that helps you care about their questions, observations, examples, etc. Tell them what questions their work raises for you. 

3. Lastly, tell them, as an interested reader, what you still don’t understand — what needs defining or explaining, what supporting points need more detail, what about the organization or the prose confuses or distracts you. Describe your difficulties as a reader. You’re part of the audience, and they need to know what you need.

In sum, don’t proofread, edit, or grade. Help the writer find their way. Describe what you see, what you appreciate, and what you still need help to understand. 

Minimum requirements to earn credit for each response: 

  • Focus on observations (describing), appreciations, and questions. What is the writer trying to do? What has the writer done that helps you engage with their efforts? What would help you understand more? 
  • Stay within the close range of 250-350 words (or at least 20% the length of the draft you’re responding to).
  • Share your letter with the writer you’re responding to, as well as with the instructor.