Revision is an important aspect of the writing process but is often challenging for students. Peer review can be helpful, but training is needed for it to work effectively. This article suggests an approach to preparing students for peer review by teaching specific evaluation criteria and leading collaborative practice in reviewing papers written by unknown peers. This practice supports self‐evaluation as well as peer review and increases students’ knowledge of effective writing and the quality of their own writing. Specific examples are presented to demonstrate the effects of this approach.