This is a challenging time for the second-year students because it is the most important period, which allows us to demonstrate the outcomes of our experience in GSE in the form of a tangible manifestation of our learning via our thesis. This thought adds mental pressure on the perfectionism within some of us, causing us to go into the “better nothing, than subpar” thinking.
One of the ways I have found helpful in overcoming this state of mind is to improve the parts of the thesis written prior. But when you look at a text written by you for a long time, it is already so familiar that you may get stuck and not see any ideas for improvement.
And here a fresh viewpoint can be introduced in the form of feedback from peers to stir up the calm waters and raise new and surprising ideas and concerns about your writing. It is a great way have something you have written evaluated without the pressure of submitting it for marks. But for peer feedback to be actually useful, there is a need for some consideration into how you react to criticism and whether you would be able to actually utilize those suggestions.
In my experience, previously I was really defensive when receiving feedback, especially from peers. But now, with a lot of exercises in our Thesis Writing class devoted to the process of reviewing, I am on the way to reaching the mindset where I will value each piece of feedback as a valuable contribution and learn to differentiate between when to follow advice, and when to leave what was written as is.
My main suggestion is to keep your mind open, ask questions about feedback to understand it better and make the process of peer reviewing easier for all the parties involved.
(Make others work to make your thesis better)