This study proposes a method for implementing trained peer response within the multiliteracies framework and then qualitatively examines its effectiveness. Three factors are considered: (1) the extent to which peer response training engaged learners in all four knowledge processes; (2) the quality of peerto-peer feedback; and (3) students' attitudes about peer response. Findings suggest that collaborative genre analysis moves students through various knowledge processes and equips them to apply literacybased understandings, knowledge, and skills during peer response. In general, students provided constructive, actionable comments to their peers and reported numerous benefits of both giving and receiving peer feedback. Implications for future research and practice will be of interest to instructors who want to implement peer response as well as curriculum designers who are building literacy-oriented language programs.

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