Respond To At Least Two Colleagues By Doing One Of Th 474907

Respond to at Least Two colleagues By Doing One Of The Following

Respond to at least two colleagues by doing one of the following: give feedback on their choice of evidence or on their paraphrases. Specifically, provide constructive comments about how effectively they selected and presented evidence to support their main ideas or how accurately and clearly their paraphrasing reflects the original texts, maintaining proper attribution and avoiding distortions.

Paper For Above instruction

Effective peer response in academic writing involves providing constructive feedback that enhances comprehension and improves writing skills. When responding to colleagues, offering insights on their choice of evidence and the quality of their paraphrasing is crucial in fostering a collaborative learning environment. This discussion will analyze two sample responses from students engaging with the same article regarding online students' preferences for feedback in higher education.

The first colleague's response emphasizes the selection and interpretation of evidence from Gredler's (2018) study. The student accurately highlights quantitative findings such as the statistic that 92.4% of students favored instructor corrections and comments, and 82.8% preferred the use of grading rubrics that include feedback. This demonstrates careful reading and an understanding of the data, which strengthens the main idea of student preferences for detailed feedback. However, the response would be more effective if it included analysis of how these data points directly support the broader argument about the importance of specific types of feedback. For example, the student could explicitly connect the high percentages to the significance of transparency and clarity in instructor feedback, emphasizing why these preferences matter for teaching practices. Additionally, the paraphrasing of evidence should be examined for accuracy. Paraphrasing should preserve the original intent—here, the high percentage of students favoring certain feedback methods—without omitting critical context. In this case, the paraphrased version maintains the key statistics, which is appropriate, but further refinement could involve clearer restatement to ensure accessibility and clarity.

The second colleague's response focuses on their personal challenge with paraphrasing and the importance of maintaining the original meaning. They correctly recognize the difficulty in rewording complex findings while avoiding paraphrasing pitfalls such as changing the meaning or committing plagiarism. This reflection demonstrates good critical awareness of the paraphrasing process and highlights key strategies, such as careful word choice and citation. However, the feedback can be improved by suggesting specific techniques for effective paraphrasing, such as using synonyms thoughtfully, restructuring sentences, and verifying the paraphrased text against the original. Moreover, the response could benefit from a more explicit critique of the paraphrasing in the original example—did the student successfully paraphrase Gredler's (2018) findings without altering the meaning, and did they correctly attribute the source? Providing concrete examples of successful and less successful paraphrasing practices would make feedback more constructive and actionable.

In summary, effective responses should comprehensively assess both the evidence selection and paraphrasing quality. They should recognize strengths, such as accurate data capture and clear expression, while also offering specific suggestions for improvement. As the learning environment progresses, peer feedback remains vital for refining analytical skills, understanding proper evidence use, and mastering paraphrasing techniques. When providing feedback, it is crucial to maintain a respectful tone, focus on specific aspects of the work, and suggest practical ways for improvement to foster a positive and productive peer review process.

References

• Gredler, J. (2018). Postsecondary online students’ preferences for text-based instructor feedback. International Journal of Teaching and Learning in Higher Education, 30(2).