This document begins with a presentation of research results concerning teachers' comments on student papers. It asserts that positive comments are usually more helpful than negative ones, teachers should play different roles when responding to papers (such as average reader, coach, or editor), comments should be written in the first person and entail a range of responses, comments should display respect for the writer, and papers should be read through once before comments are made. Cover sheets--identical forms measuring the same criteria--can be used to maintain consistency, and "boilerplating"--predrafted comments accessible by computer-- can ensure efficiency. The document provides categories of response: global, specific formal, and mechanical elements. An annotated bibliography is also offered, followed by sample boilerplate responses and how to implement them on computer. Sample cover letters are included. The document concludes with a discussion on how personality preferences affect responses to student writing. (YKH)