Feedback without rewriting a peer

In a fictional language class, learners are asked to explain how evidence supports a paragraph. The teacher wants peers to identify one strength and one question without rewriting the author's sentences. An initial plan gives every reviewer editor access to every document, even though only feedback is required. The class also needs clear expectations about respectful, evidence-based comments and which documents each reviewer may open. The teacher has permission to arrange a limited classroom collaboration but has not authorized public sharing. The task is to support the learning purpose with appropriate roles, rather than assuming that stronger access always produces better collaboration or more useful feedback.