One teacher's experience with peer critique in a college-level composition course in English as a second language (ESL) suggests that it can be an effective classroom technique. If students are given very specific guidelines to follow, they often do a very credible job of analyzing the strengths and weaknesses of their peers' writing. Indiana University's campus in Malaysia uses the technique in an advanced ESL writing course. Early experiences in using peer critique revealed that while ESL students are not the best judges of grammaticality, word choice, and mechanics, they can develop critical abilities concerning the content and organization of an essay, and the use of peer critique is now limited to those areas. In writing essays, the students make outlines, write the first draft in class, randomly exchange the drafts, and answer specific questions about others' essays on critique forms. The teacher then marks the essays and compares her comments with those in the peer critiques, indicating general agreement or disagreement. Rewriting is done in class, and student writers are encouraged to discuss the essays with the teacher and/or critic. Classroom discussion of logical relations, organization, and support in writing is provided. Students have found doing the critiques more helpful than receiving them. (MSE)