Iniciativas didácticas basadas en la revisión entre pares y orientadas a la enseñanza-aprendizaje de la escritura de tesis a nivel de posgrado

Abstract

Objective: This paper analyzes two writing initiatives based on peer review activities and oriented to the development of academic writing at the graduate level focusing on the opportunities and challenges that participants identified as related to the peer feedback activities. Method: Electronic questionnaires and face-to-face indepth interviews administered to 16 participants were analyzed. Results: The following themes were identified: a) access to different perspectives, b) feeling the company of others in the thesis-writing process, c) focus of feedback, d) time-related challenges, e) the use of technology, and f) the social relations dimension. Discussion y Conclusion: Studies like this one are necessary to promote a graduate writing pedagogy, much needed for the advancement of students ́ dissertations as well as degree completion.