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	<title>Feedback &#8211; Dr Lynette Pretorius</title>
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	<title>Feedback &#8211; Dr Lynette Pretorius</title>
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		<title>Becoming a scholar together: why doctoral writing groups matter</title>
		<link>https://www.lynettepretorius.com/the_scholars_way_blog/why-doctoral-writing-groups-matter/</link>
					<comments>https://www.lynettepretorius.com/the_scholars_way_blog/why-doctoral-writing-groups-matter/#respond</comments>
		
		<dc:creator><![CDATA[Lynette Pretorius]]></dc:creator>
		<pubDate>Fri, 27 Feb 2026 01:30:16 +0000</pubDate>
				<category><![CDATA[Academic Identity]]></category>
		<category><![CDATA[Doctoral Education]]></category>
		<category><![CDATA[The Scholar’s Way Blog]]></category>
		<category><![CDATA[Academia]]></category>
		<category><![CDATA[Academic identity]]></category>
		<category><![CDATA[Academic writing]]></category>
		<category><![CDATA[Collaborative learning]]></category>
		<category><![CDATA[Doctoral education]]></category>
		<category><![CDATA[Experiential learning]]></category>
		<category><![CDATA[Feedback]]></category>
		<category><![CDATA[Publishing]]></category>
		<category><![CDATA[Research supervision]]></category>
		<category><![CDATA[Sense of belonging]]></category>
		<category><![CDATA[Student experience]]></category>
		<category><![CDATA[Teaching practice]]></category>
		<category><![CDATA[Writing groups]]></category>
		<guid isPermaLink="false">https://www.lynettepretorius.com/?p=1803</guid>

					<description><![CDATA[Authors: Abdul Qawi Noori, Michael J. Henderson, and Lynette Pretorius. We often imagine doctoral writing as a solitary endeavour. The image of a PhD candidate working alone, a lone ‘genius’ wrestling with literature, writing drafts, chasing deadlines, and decoding reviewer comments, still dominates academic and public culture. When writing stalls or publications don’t succeed, we<div class="more-link">
				 <a href="https://www.lynettepretorius.com/the_scholars_way_blog/why-doctoral-writing-groups-matter/" class="theme-btn"><span>Continue Reading</span></a>
			</div>]]></description>
		
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		<title>The power of collaborative writing and peer feedback in doctoral writing groups</title>
		<link>https://www.lynettepretorius.com/the_scholars_way_blog/power-of-collaborative-peer-feedback/</link>
					<comments>https://www.lynettepretorius.com/the_scholars_way_blog/power-of-collaborative-peer-feedback/#comments</comments>
		
		<dc:creator><![CDATA[Lynette Pretorius]]></dc:creator>
		<pubDate>Mon, 01 Jul 2024 23:25:45 +0000</pubDate>
				<category><![CDATA[Academic Identity]]></category>
		<category><![CDATA[Doctoral Education]]></category>
		<category><![CDATA[The Scholar’s Way Blog]]></category>
		<category><![CDATA[Academic identity]]></category>
		<category><![CDATA[Academic writing]]></category>
		<category><![CDATA[Collaborative learning]]></category>
		<category><![CDATA[Doctoral education]]></category>
		<category><![CDATA[Experiential learning]]></category>
		<category><![CDATA[Feedback]]></category>
		<category><![CDATA[Publishing]]></category>
		<category><![CDATA[Scholarship of teaching and learning]]></category>
		<category><![CDATA[Sense of belonging]]></category>
		<category><![CDATA[Student experience]]></category>
		<category><![CDATA[Teaching practice]]></category>
		<category><![CDATA[Writing groups]]></category>
		<guid isPermaLink="false">https://www.lynettepretorius.com/?p=769</guid>

					<description><![CDATA[Authors: Basil Cahusac de Caux and Lynette Pretorius. Have you ever wondered how doctoral students can navigate the challenging journey of academic writing? For many, the answer lies in the strength of community and the power of collaborative feedback. Our recent paper explores this very subject, examining how doctoral writing groups can transform the academic<div class="more-link">
				 <a href="https://www.lynettepretorius.com/the_scholars_way_blog/power-of-collaborative-peer-feedback/" class="theme-btn"><span>Continue Reading</span></a>
			</div>]]></description>
		
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			<slash:comments>2</slash:comments>
		
		
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		<title>Accurately assessing students&#8217; use of generative AI acknowledgements in assignments</title>
		<link>https://www.lynettepretorius.com/the_scholars_way_blog/accurately-assessing-students-use-of-generative-ai-acknowledgements/</link>
					<comments>https://www.lynettepretorius.com/the_scholars_way_blog/accurately-assessing-students-use-of-generative-ai-acknowledgements/#comments</comments>
		
		<dc:creator><![CDATA[Lynette Pretorius]]></dc:creator>
		<pubDate>Wed, 20 Dec 2023 01:53:51 +0000</pubDate>
				<category><![CDATA[AI Literacy]]></category>
		<category><![CDATA[The Scholar’s Way Blog]]></category>
		<category><![CDATA[Academic integrity]]></category>
		<category><![CDATA[AI literacy]]></category>
		<category><![CDATA[Artificial intelligence]]></category>
		<category><![CDATA[Assessing learning]]></category>
		<category><![CDATA[ChatGPT]]></category>
		<category><![CDATA[Educational technology]]></category>
		<category><![CDATA[Feedback]]></category>
		<category><![CDATA[Generative AI]]></category>
		<category><![CDATA[Teaching practice]]></category>
		<guid isPermaLink="false">https://www.lynettepretorius.com/?p=325</guid>

					<description><![CDATA[Author: Lynette Pretorius. Lecturers play a pivotal role in shaping the learning of their students. In a metric-focused university environment, this learning necessitates the assessment of students&#8217; learning throughout their educational journey. Assessing assignments not only gauges the understanding of the subject matter but also evaluates the development of critical academic skills. These skills, such<div class="more-link">
				 <a href="https://www.lynettepretorius.com/the_scholars_way_blog/accurately-assessing-students-use-of-generative-ai-acknowledgements/" class="theme-btn"><span>Continue Reading</span></a>
			</div>]]></description>
		
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			<slash:comments>4</slash:comments>
		
		
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		<title>Learning how to evaluate the reliability of online sources</title>
		<link>https://www.lynettepretorius.com/the_scholars_way_blog/learning-how-to-evaluate-the-reliability-of-online-sources/</link>
					<comments>https://www.lynettepretorius.com/the_scholars_way_blog/learning-how-to-evaluate-the-reliability-of-online-sources/#respond</comments>
		
		<dc:creator><![CDATA[Lynette Pretorius]]></dc:creator>
		<pubDate>Mon, 20 Nov 2023 06:20:07 +0000</pubDate>
				<category><![CDATA[The Scholar’s Way Blog]]></category>
		<category><![CDATA[Academic writing]]></category>
		<category><![CDATA[Assessing learning]]></category>
		<category><![CDATA[Critical thinking]]></category>
		<category><![CDATA[Educational technology]]></category>
		<category><![CDATA[Experiential learning]]></category>
		<category><![CDATA[Feedback]]></category>
		<category><![CDATA[Scholarship of teaching and learning]]></category>
		<category><![CDATA[Teaching practice]]></category>
		<guid isPermaLink="false">https://www.lynettepretorius.com/?p=334</guid>

					<description><![CDATA[Author: Lynette Pretorius. It is commonly thought that contemporary students are digital natives who are naturally able to use sophisticated digital literacy in their daily practices because they have been immersed in the digital age their entire lives. Research, though, shows that the concept of being a digital native is a myth. For example, studies<div class="more-link">
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			</div>]]></description>
		
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			<slash:comments>0</slash:comments>
		
		
			</item>
		<item>
		<title>Improving students’ understanding by building a culture of academic integrity</title>
		<link>https://www.lynettepretorius.com/the_scholars_way_blog/improving-students-understanding-by-building-a-culture-of-academic-integrity/</link>
					<comments>https://www.lynettepretorius.com/the_scholars_way_blog/improving-students-understanding-by-building-a-culture-of-academic-integrity/#comments</comments>
		
		<dc:creator><![CDATA[Lynette Pretorius]]></dc:creator>
		<pubDate>Fri, 20 Oct 2023 06:00:15 +0000</pubDate>
				<category><![CDATA[The Scholar’s Way Blog]]></category>
		<category><![CDATA[Academic integrity]]></category>
		<category><![CDATA[Academic writing]]></category>
		<category><![CDATA[Assessing learning]]></category>
		<category><![CDATA[Collaborative learning]]></category>
		<category><![CDATA[Ethical research practice]]></category>
		<category><![CDATA[Feedback]]></category>
		<category><![CDATA[Plagiarism]]></category>
		<category><![CDATA[Referencing]]></category>
		<category><![CDATA[Reflection]]></category>
		<category><![CDATA[Teaching practice]]></category>
		<guid isPermaLink="false">https://www.lynettepretorius.com/?p=272</guid>

					<description><![CDATA[Author: Lynette Pretorius. Credit: This blog post is an adapted form of a case study I wrote for Advance HE. Universities have been cracking down on cheating and all sorts of dishonest academic behaviour recently. They&#8217;ve rolled out a bunch of strict rules related to academic integrity and use fancy software to keep an eye<div class="more-link">
				 <a href="https://www.lynettepretorius.com/the_scholars_way_blog/improving-students-understanding-by-building-a-culture-of-academic-integrity/" class="theme-btn"><span>Continue Reading</span></a>
			</div>]]></description>
		
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			<slash:comments>2</slash:comments>
		
		
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		<title>Benefits of doctoral writing groups</title>
		<link>https://www.lynettepretorius.com/the_scholars_way_blog/benefits-of-doctoral-writing-groups/</link>
					<comments>https://www.lynettepretorius.com/the_scholars_way_blog/benefits-of-doctoral-writing-groups/#comments</comments>
		
		<dc:creator><![CDATA[Lynette Pretorius]]></dc:creator>
		<pubDate>Wed, 18 Oct 2023 23:49:44 +0000</pubDate>
				<category><![CDATA[Academic Identity]]></category>
		<category><![CDATA[Doctoral Education]]></category>
		<category><![CDATA[The Scholar’s Way Blog]]></category>
		<category><![CDATA[Academic identity]]></category>
		<category><![CDATA[Academic writing]]></category>
		<category><![CDATA[Collaborative learning]]></category>
		<category><![CDATA[Doctoral education]]></category>
		<category><![CDATA[Feedback]]></category>
		<category><![CDATA[Sense of belonging]]></category>
		<category><![CDATA[Student experience]]></category>
		<category><![CDATA[Teaching practice]]></category>
		<category><![CDATA[Writing groups]]></category>
		<guid isPermaLink="false">https://www.lynettepretorius.com/?p=226</guid>

					<description><![CDATA[Author: Lynette Pretorius. For many years now, I have been working to improve the experiences of PhD students. One practice I&#8217;ve found particularly useful is incorporating collaborative and peer-based learning through doctoral writing groups. My work with writing groups started way back in 2013 and, over more than a decade, I have further refined my<div class="more-link">
				 <a href="https://www.lynettepretorius.com/the_scholars_way_blog/benefits-of-doctoral-writing-groups/" class="theme-btn"><span>Continue Reading</span></a>
			</div>]]></description>
		
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			<slash:comments>1</slash:comments>
		
		
			</item>
		<item>
		<title>Developing students&#8217; critical thinking and clinical reasoning through problem-based assessment</title>
		<link>https://www.lynettepretorius.com/the_scholars_way_blog/developing-students-critical-thinking-and-clinical-reasoning-through-problem-based-assessment/</link>
					<comments>https://www.lynettepretorius.com/the_scholars_way_blog/developing-students-critical-thinking-and-clinical-reasoning-through-problem-based-assessment/#respond</comments>
		
		<dc:creator><![CDATA[Lynette Pretorius]]></dc:creator>
		<pubDate>Thu, 12 Oct 2023 23:00:31 +0000</pubDate>
				<category><![CDATA[The Scholar’s Way Blog]]></category>
		<category><![CDATA[Assessing learning]]></category>
		<category><![CDATA[Clinical reasoning]]></category>
		<category><![CDATA[Constructive alignment]]></category>
		<category><![CDATA[Critical thinking]]></category>
		<category><![CDATA[Experiential learning]]></category>
		<category><![CDATA[Feedback]]></category>
		<category><![CDATA[Scholarship of teaching and learning]]></category>
		<category><![CDATA[Student experience]]></category>
		<category><![CDATA[Teaching practice]]></category>
		<guid isPermaLink="false">https://www.lynettepretorius.com/?p=412</guid>

					<description><![CDATA[Author: Lynette Pretorius. In clinical education, the challenge is to not just impart content knowledge, but also help students develop critical real-world clinical skills. This is particularly true when it comes to critical thinking and clinical reasoning skills. In a paper I recently wrote with colleagues from a midwifery unit, we demonstrate how constructive alignment<div class="more-link">
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			</div>]]></description>
		
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			<slash:comments>0</slash:comments>
		
		
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