Observation of 16 university students of writing in English as a Second Language in Taiwan focused on the nature of interactions during three peer response sessions and one consensus exercise. It examined the kinds of comments made by a writing group in responding to peer writing and the characteristics of the verbal interaction in a consensus exercise. Peer response was used in this context to revise compositions, and consensus exercises to cultivate negotiation and critical thinking skills. Analysis of audiotape recordings of the interactions over two months showed that the students tended to restate the ideas in their peers' writing half of the time, and only one-third of the time were able to challenge or make suggestions to others. There were few evaluative statements, suggesting inability or reluctance to critique peers' work. During the consensus exercise, students showed substantial lack of skills needed to negotiate and synthesize ideas. Deficient in critical thinking skills, they were unable to present arguments with support. Contains 25 references. (Author/MSE)