Peer feedback can be an effective learning aid. However, providing peer feedback so that it is used by the receiver, is very difficult. Adding feedback requests to the peer feedback process may improve the quality of peer feedback. However, little is known about how feedback requests affect peer feedback responses. In this study, fifty-four students in two master programs asked each other feedback on their thesis and in return, provided peer feedback. Their feedback requests were related predominantly to global-level (versus local-level) text issues. Peers' responses to the requests contained significantly more global-level positive evaluation, explanation and feedback aimed at content and style than additionally provided peer feedback. However, their responses did not contain significantly more global-level suggestions. Global-level, explained feedback is a sign for high-quality feedback. Therefore, adding feedback requests improves the quality of peer feedback. Still, students should also be trained to respond with global-level suggestions for improvement.