A study examined peer response groups in two ninth grade English classes. The study specifically investigated research considerations including: (1) the teachers' use of response groups; (2) the kinds of response the students give themselves in response groups; and (3) the connection between student response and the teachers' directions to the groups. Subjects, 60 students in two schools in the San Francisco area, were observed for 17 weeks. Data collection consisted of daily videotaping and audiotaping of whole class discussions and of peer response groups, ethnographic note taking, and collection of all writing materials prepared by teachers and students. Results indicated that peer response groups can help students respond to their own work. When talk about content was initiated, members of the groups encouraged and questioned one another and demonstrated ownership of their writing. However, the students avoided talk that involved evaluation of another student's writing and never played the role of teacher. The students rarely discussed real writing problems and resisted the teacher-directed response on dittoed response sheets. Findings suggest that groups will work differently in different classrooms and with different ages and types of students. In one classroom, peers responded to one another's writing in order to develop evaluative skills, while in the other classroom, the response group functions so that students can collaborate around the discovery of one element of the writing craft, which is then discussed in whole class discussions. (Tables of data are included, and notes and references are attached.) (NKA)