This teaching tip build on scholarship around the disconnect between teacher expectations and student experiences of peer review (Ahmed, 2021). In particular, it frames writers' feedback preferences through Elbow and Belanoff's (2000) "kinds of responses," and encourages reviewers to hit the "sweet spot" of constructive and supportive feedback after reading DePeter (2020). This framing helps scaffold the "asks" of peer review for students in a situation that is often fraught, challenging, and/or confusing, providing teachers with an opportunity to effectively teach an important and relevant transferable skill.