Little research has been done on key concepts related to peer feedback, including whether learners are able to transfer skills learned to future related tasks or to other classes and content areas, and whether the gains observed through peer feedback are the result of "giving" peer feedback or of "receiving" peer feedback. The authors thus designed a classroom study in an AP English Literature and Composition class on peer response. The results of the study show the value of active critical thinking and reflection inspired by peer feedback.