Here students act as both writers and respondents. As writers, they meet whatever preliminary deadlines have been set. As respondents, they help other writers identify strengths and weaknesses, and they help writers prioritize and make plans for successfully completing the thinking/writing process. In most cases, peer responses are tied to a response sheet, which provides guidelines for giving useful written feedback.

Rather than act as respondents themselves, teachers orchestrate the logistics of this student-to-student reading and response by determining when response would be most useful, by making sure that students understand appropriate criteria for their responses, by providing copies of an appropriate response sheet, and by deciding how such responses will count for course credit.