My experience in the peer review process from high school to college is completely different. In high school, peer review was never taken seriously. We never had a dedicated day or time to revise each other’s papers. My high school English teachers would often say “find someone and exchange papers for 15-30 minutes”. There was not enough time and the revision was always on local concerns. There was no discussion after peer-reviewing each other’s papers, so it was not in-depth at all. Coming to English 110, there was a whole day and a half to peer review someone’s paper and it was focused more on global concerns. As I revised my peer’s essays, I made sure to look for global concerns such as the transition between each paragraph, thesis statement, the three important things that make up the introduction, making sure that they introduced and back up their quotes properly, etc. I would also make marginal comments as I am reading their paper if I have any suggestions or any local concerns that come up. The feedback letter was also a good addition to the marginal comments as it concludes what you have gathered from each other’s papers. As I peer-reviewed and wrote a feedback letter for John Meuse’s paper, I suggested some things like including his point of view so that it supports the factual information that he provided in the paragraphs. I also provide some questions that would help him to think about and possibly contribute to other ideas for his paper. I found that the suggestions that my peers gave me were extremely helpful, especially having other perspectives on your paper as one could pick up things that are different than the other. I was able to see how the improvements that I made on peer reviewing others’ work and also on my paper, which shows how effective it is.