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itive  effects.  For example, it is stated that peer feedback has been greatly supported as a valuable aid for its social, cognitive, affective and methodological benefits (Mendonca & Jonson, 1994). In view of this, the writer is going to list the value of peer feedback in four aspects. One of the positive effects is that, students are encouraged to exchange their drafts, read them  carefully,  discuss  and  then  make  some  comments  and  suggestions,  which promotes interaction  and communication a  lot. Meanwhile,  students can make use of such an opportunity to learn from each other or help each other because they may be good at different aspects. Secondly, when participating in the peer feedback, students are usually divided into groups or pairs. It is they give the feedback and decide whether they  adopt  the  suggestions  and  it  is  they  who  are  centered.  So  they  become  active participants instead of passive recipients like that in teacher  feedback. They are more likely to develop a critical thinking and readers’ awareness and cultivate the ability of autonomous  leaning  and  cooperating.  Thirdly,  it  is  said  that  students  may  have difficulties in making sense of teacher feedbacks. Teachers sometimes may draw some special signs where students make mistakes or need to think twice while students do not think so. Also, the language in teachers’ comments or suggestions may sound formal and  strict  even  threatening  sometimes,  which  easily  makes  students  feel  stress  or resistance. However, in peer feedback, students tend to use  more informal words and concrete expressions, which is easier to understand. Even if they are confused at that time,  peer  feedback  creates  them  a  relatively  relaxing  atmosphere  to  talk  about  and discuss, to make the questions or disagreements clear. The fourth aspect is also closely related  to the  latest one.  Peer  feedback,  to  some  degree,  can  take  students  off  some pressure  and  reduce their  anxiety,  in  this  way,  students  may  benefit  better  from  peer feedback and improve their writing level.  
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Chapter Two Literature Review

There are mainly five parts in this chapter. The first part presents the core concepts involved in this study, including feedback, peer feedback as well as the classifications. Then it is necessary to state the meaningfulness of guided peer feedback. The third part concerns  with  some  significant  theories  related  to  this  study,  which  works  as  the theoretical basis and support. In the fourth part, previous studies on peer feedback and guided peer feedback in writing instruction will be reviewed both abroad and at home. The  last  part  goes  to  the  limitations  of  previous  study  and  a  brief  summary  of  the chapter. 

2.1 Core Concepts in the Study 
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