As you begin a peer review, consider the context in which it is taking place. If you are conducting a peer review in a classroom, you might have limited time to read and reflect on a document. Try to focus specifically on a few primary concerns — either those defined by your instructor, perhaps through a rubric or a set of key questions, or those defined by the writer, who might help in particular areas. If you are conducting a peer review outside of class, you might have more time to consider a fuller range of issues related to the document. If so, think carefully about the kind of feedback that would help the writer, and then read the document — ideally more than once — with those concerns in mind.