Second language (L2) peer response literature is defined in part by discourse research, yet there is scant research on text-specific comments, or comments that make explicit text references, thus resisting generic qualities. The purpose of this case study was to examine such peer response activities in an English writing course at a South Korean university. The data comprises two essay assignments with peer response conducted between two drafts -- as accomplished during class time on the class learning management system (LMS) -- as well as the subsequent revisions in second drafts. This paper expands on previous coding schemes accounting for area, nature and type commentary to account for a specificity dimension, and also links these categories to revision practices. While students entertained diverse commenting and revising options, popular practices included generic evaluating or revising local or surface-level concerns. This paper offers implications for modelling response activities as well as for how to better define specific and complex idea construction exhibited during response.