If learners are new to critique, we see anonymity as a scaffold to generating critical feedback. learners can practice giving feedback knowing they are not vulnerable to social repercussions. less than perfect expressions, unwarranted negative reactions, and fruitless ideas are bound to be part of novice feedback, but teachers hope to create learning configurations that support both the giver and the receiver of feedback, especially if the commenters are novices. references: howard, c. d., barrett, a. f., & frick, t. w. (2010). anonymity to promote peer feedback: pre-service teachers' comments in asynchronous computer-mediated communication. journal of educational computing research, 43(1), 89-112. if providing peer feedback is a skill to be learned then perhaps it is advisable to give learners opportunities to practice giving feedback knowing they are not vulnerable to social repercussions. in this way, anonymity can act "as a scaffold to generating critical feedback" (howard, barrett, & frick, 2010, p. 104). references: howard, c. d., barrett, a. f., & frick, t. w. (2010). anonymity to promote peer feedback: pre-service teachers' comments in asynchronous computer-mediated communication. journal of educational computing research, 43(1), 89-112. which of the following is true for the student version above? word-for-word plagiarism paraphrasing plagiarism this is not plagiarism