Abstract
Students across the curriculum need opportunities to develop writing by sharing written drafts with peers. The problem is what principles must be used when conducting peer response workshops that enable students to build writing confidence and reflect on the process. The data used are drawn from scholarly research on peer response workshops from the past thirty years and from the peer workshop participants, college instructors and their students. The accountability principle is essential in peer response workshops; however, additional components must be in place in order for students to benefit from the process. Preparation and instruction of peer response workshops are key factors in order for students to gain maximum benefits in their writing development.