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This article presents guiding principles teachers can utilize in their own planning and student training for effective peer response. As the principles illustrate, teacher planning and student training are ongoing processes that must be addressed before, during, and after peer response, although the majority should be carried out before peer response commences. Planning and training encompass students' responding to and revising their papers based on peers' comments. The principles are listed chronologically, from before to during and after peer response, and for each, concrete and practical suggestions are provided.