This research analyzes online reviews and their corresponding responses to identify strategies used for content organization, vocabulary characteristics of both reviews and responses, and the relevance of the politeness strategies presented by Brown and Levinson (1978) in the interactions between reviews and responses. The platform “Google Maps” serves as the data source for these reviews and responses, specifically focusing on the “Google Reviews” feature offered by the platform. The study examines online reviews and responses from three different budget restaurants in New York City. By employing a combination of quantitative and qualitative approaches, this research identifies patterns in formulating positive and negative reviews, along with the corresponding responses written by the business owners. The analysis reveals several findings, including that positive reviews often provide descriptions and recommendations for potential customers, using evaluative language that expresses praise and creates a favorable impression for readers. In contrast, negative reviews feature evaluative language that reflects critique and disappointment, combined with the author’s emotions, leading to a negative impression for readers. Responses to positive and negative reviews also follow patterns to organize and structure the intended content, beginning with expressions of gratitude or apologies, addressing the feedback received, and concluding with an invitation for the reviewer to return. This research applies politeness theory as a theoretical framework in this ongoing evaluative process to analyze how “face” is managed in the reviews and responses, concluding with the educational significance of the findings and discussing how the genre can be applied in academic settings to benefit students' language knowledge. The findings suggest incorporating online review analysis into classrooms during language learning and teaching to equip students with genre awareness, critical thinking, constructive writing skills, and pragmatic skills.