A study examined the effects of peer evaluation on writing performance and attitudes of ninth-grade students. Data were collected from 11 teachers in eight different schools. Each teacher taught two ninth grade English classes, one according to traditional methods and one with the experimental condition in which students taught each other by commenting on each other's essays in writing. All students wrote discursive essays making use of printed documentation. Five hundred sixty-one students participated in the main attitude survey; 792 essays were written. Results revealed that the difference between peer feedback and teacher feedback produced no differences on writing performance and psychological variables. Also, sex and proficiency level showed little or no effect in relation to type of feedback. (Two figures and 13 tables of data are included; 142 references and a list of the 47 SCO documents available for purchase are attached.) (KEH)