Author- Kimberly M Baker Second, with a structured feedback form and brief training on how to give formative feedback, the majority of student reviewers were able to offer comments that identified a problem and suggested how this problem could be addressed. The fact that the quality of student feedback was generally quite high and focused on issues of meaning and argument was significant because research has indicated that students benefit as much, if not more, from offering feedback as compared to receiving feedback. By structuring the feedback process and evaluating the quality of their feedback, this approach helped student reviewers to offer formative feedback to their peers and may have helped student reviewers to better self-assess their own writing. Third, this study revealed that students who engaged in this peer-review process made more meaning-level changes to their drafts than surface-level changes. This pattern of revisions showed that students did indeed view their first submission as a draft that they expected to revise. How does these paragraphs relate to collaboration and active participation and can you provide me with in text citations from the author