As an alternative to using written guidelines to direct peer feedback on student writing, teachers can allow students to use their own language and conversational habits in peer group conversations and then monitor peer feedback while modeling the type that is most conducive to true exchange. To create a collaboratively run writing workshop, teachers must first determine where students are in writing, in responding to writing, and in collaborating and then decide on the learning goals for the semester. Teachers can model effective feedback both in their written comments on student papers and by responding to student feedback to their own writing. They can monitor peer feedback by taping and transcribing selected discussions. With these transcripts, teachers can determine if, in their own language, students are raising important issues in the writing process. Instructors can also use the transcripts in class discussions to help students see how susceptible their language is to different interpretations and to help them move toward a more complete response to the writing they read.(MM)