Peer Feedback in an Online Dissertation Writing Workshop

• Autor(a) principal: Álvarez, Guadalupe
• Data de Publicação: 2021
• Outros Autores: Colombo, Laura Marina, Difabio, Hilda
• Tipo de documento: Artigo
• Idioma: por; eng
• Título da fonte: Signum: Estudos da Linguagem
• Texto Completo: https://ojs.uel.br/revistas/uel/index.php/signum/article/view/41715
• topic: virtual learning; dissertation writing; peer feedback.-; -

The article examines in-text comments and overall peer feedback to dissertation chapter drafts as well as students’ opinion about giving and receiving feedback, both before and after taking part in the peer revision activities proposed in an online dissertation writing workshop. As regards the in-text comments, with statistical significance, most of them consisted of basic feedback, referred to the textual model (mainly linguistic aspects) and had a directive pragmatic function. In the overall peer feedback, the textual model also prevailed but comments also included issues linked to the communicative situation and the research and a higher level of substantiated comments was noticed. This can be related to what students affirmed about the feedback received before and after the workshop: the perspectives of their peers allowed them objectify the text or even delve into a critical evaluation of their own dissertation work. Additionally, peers´ comments allowed them redoing the writing actions that took place in the making of their first draft (e.g. drafting the paragraphs, structuring the discourse, thinking about whole sections) but this time, actions were informed by different perspective, which led to an improvement of the text at different levels.