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Studies focused on writing teaching practices at postgraduate level suggest that proposals based on the exchange with peers and experts (teachers and supervisors), whether face-to-face or through virtual training, make it possible to address and deepen the different dimensions (experiential, epistemological and textual) that are involved in the elaboration of the thesis. In order to delve into these findings, this article analyses the interventions that students with different writing profiles share in work groups formed by two members and a teacher with respect to advanced chapters of the graduate thesis of the pair. The article analyses the interventions that students with different writing profiles share in work groups formed by two members and a teacher regarding advanced chapters of the graduate thesis of the peer. The experience is implemented in a virtual seminar that was developed during 2017, with 90 hours of duration, in the institutional Moodle of the Faculty of Philosophy and Literature, National University of Cuyo. The approximation to the profiles is obtained by means of several diagnostic instruments. From a comprehensive category system that is applied to a corpus of 584 comments, the results allow to recognize similarities and differences in the feedback from students of similar profile and of dissimilar profile.

Perfil del estudiante y desempeño en actividades virtuales de retroalimentación entre pares en torno a capítulos de tesis de posgrado