What characterizes the language choices of untrained student peer reviewers? Undergraduate students ( N = 83) were randomly assigned to provide peer feedback on persuasive presentation manuscripts to three peers from their same and/or different course section. A total of 233 peer reviews were analyzed in terms of politeness, quality, and valence. Content and statistical analyses revealed similar politeness levels and quality regardless of the assessors’ identified gender or section of the assessee. However, students produced significantly more positively valenced reviews for same-section classmates, suggesting that students soften feedback through warmer language for peers with whom they have frequent interaction.