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Persuasive arguments attribute academics' persistent struggles in making time for writing to the increasing demands of a marketised sector on the academic role (Dickson-Swift et al. 2009; Macleod, Steckley, and Murray 2012). Whilst a significant body of literature promotes different writing interventions as potential solutions, the challenge of building and sustaining a culture in which their positive outcomes are maintained remains. In this paper, I explore the practices of academics writing for publication purposes. Drawing on the concept of academic writing as 'identity work (French 2020), I demonstrate that writing practices are entwined with wider academic and institutional identities, which either work for or against building sustainable writing cultures. I argue for a methodological shift in how writing initiatives are researched, drawing a distinction between my ethnographic case study of one writing group and others that focus either on retrospective accounts or analysing correlations between writing groups and productivity. Specifically, I argue for a focus on the ongoing process of becoming a writer rather than on its production. The study builds on existing literature to explain why writing groups are experienced as valuable to participants. It argues that they offer more than simply protected space for writing; they reframe participants' understandings of themselves and their academic identities and reintegrate research writing with other aspects of their role. This identity work occurs within visible, protected spaces for writing, where participants work both individually and in community, and reflection and dialogue are central. [ABSTRACT FROM AUTHOR]

Writing groups have been implemented in a variety of inpatient psychiatric settings, with reports that groups contribute to patients' sense of mastery and belonging. However, no published research has examined the impact of writing groups in forensic inpatient populations. Additionally, there is limited quantitative data on the impact of writing groups in adult mental health populations. In this study, 17 patients adjudicated Not Guilty By Reason of Insanity/Mental Health and court-committed to long term treatment at a forensic mental health hospital participated in at least one of four, week writing groups offered by the hospital's psychology department. Groups ran weekly for either 7 or 8 weeks and were either 45 or 55 min long. Overall, participants reported high satisfaction with the writing groups. Participants reported benefiting from having the opportunity to share their writing with their peers, writing about difficult topics, practicing communication and expression, and practicing real-world artistic skills. [ABSTRACT FROM AUTHOR]

Graduate students writing on their own often struggle with knowledge production and identity conflicts. Conversely, writing with others presents its own set of challenges, as collaborators struggle to define roles and expectations. To systematically foster and teach collaborative writing practices for graduate students, we performed a self study of collaborative writing. We utilized Winnicott's (1991. Playing and Reality. Psychology Press) theory of 'potential space,' based on the therapeutic alliance, to cultivate a communal writing space online. Our 'writing alliance' can model the socialization of graduate students across the many working relationships they forge: with colleagues (horizontal), with committees (vertical), and, in the case of learning support programs like ours, in a neutral 'third space.' Across these collaborative spaces, students come to see themselves as full and valued participants in knowledge formation in their discipline. We hope that these mutually-supportive experiences foster more inclusive practices in academia, particularly for students from marginalized backgrounds. [ABSTRACT FROM AUTHOR]

Publications are the mainstay of academic success, yet scientific writing requires consistent feedback and practice to build and maintain skills. In this study, we surveyed 342 environmental biology trainees (i.e., graduate students and postdoctoral scholars) about their writing habits. Our objective was to explore whether trainee writing habits align with suggestions from scientific writing guide books and articles, and how individual habits and attitudes may impact writing output. We found that the majority of respondents (>65%) felt negatively about writing and publishing, and few adhered to established advice such as scheduling writing time, setting attainable goals, or joining a writing accountability group. Our results show that trainees who dedicated more hours to writing each week and individually tracked their writing progress had more first‐author publications. In particular, graduate students who regularly scheduled writing time during the week and participated in writing groups also had more first‐author publications. Conversely, trainees who felt negatively about writing, wrote mainly before deadlines, and relied on "check‐ins" with advisors or writing groups to monitor writing progress had fewer first‐author publications. We describe ways that individuals, advisors, and institutions could improve trainee writing habits and assist them in developing more positive attitudes toward writing to ultimately help trainees achieve their writing goals. [ABSTRACT FROM AUTHOR]

Academic writing is an important skill in the development of researcher identity yet remains a hurdle to many. In this study, we examine the ways in which the exchange of social capital occurs in a writing group in Australia. We use Bourdieu’s theoretical concepts to examine data obtained from open-ended questions in an online survey that asked participants why they attend writing groups. Three key themes were constructed: navigating the gamut of researcher identity; formal structure engenders accountability; and pomodoro breaks facilitate connectedness. We find that there are elements facilitated in writing groups – beyond the act of writing – and suggest these informal settings are noteworthy sites where the exchange of academic disposition and competency occurs. [ABSTRACT FROM AUTHOR]

Aim/Purpose Scholars and practitioners agree that feedback is critical to doctoral students' academic writing development, yet effective feedback processes are complex. The purpose of this case study was to examine the role of dialogue in a Writing Feedback Group (WFG) in facilitating the development of the scholarly writing of English as an Additional Language (EAL) doctoral students. The research question that guided this study was: How does dialogue within a writing feedback group create opportunities for EAL doctoral students to advance their knowledge and skills pertaining to scholarly writing? Background Traditional doctoral student writing feedback, characterized as monologic and unidirectional, positions students as passive learners and is difficult for students to use to improve their writing. Dialogic and bi-directional feedback positions students as active learners as they engage in ongoing verbal and/or written exchanges about their writing. Examinations of verbal feedback on doctoral writing show face-to-face exchanges are a source of motivation and necessary for indepth exchanges about ideas. There is limited understanding, however, as to how dialogue facilitates doctoral students' development as scholarly writers. This case study examines the dialogue of EAL doctoral students as they read and respond to one another's scholarly writing. Methodology This was a qualitative case study of an established writing group. Four EAL doctoral students and one faculty member participated in this study during a 16-week semester. Conversational turns during 12 feedback sessions were analyzed using inductive coding with an interpretive approach to allow research findings to emerge from the data. A constant comparative method was used to classify and compare codes and categories and identify themes related to the study's research question. Contribution The findings from this study contribute to the body of knowledge on the role of dialogic feedback in doctoral writing development. The findings show how doctoral students' dialogue about one another's writing created critical learning experiences for their writing development. This study provides an explicit and systematic approach to dialogue in writing feedback groups. Findings Dialogue scaffolded EAL doctoral students' translation of their complex knowledge to accessible text and helped them respond to the rhetorical context. Dialogue also facilitated doctoral writers' awareness of the importance of precise language and structural organization for readers of their academic writing. Recommendations for Practitioners The WFG established a platform for doctoral students to try out their writing and to actively engage with others in receiving and providing ongoing feedback. It is suggested that institutions of higher education create ongoing opportunities for doctoral students to discuss scholarly writing. Writing feedback groups can take many forms, including established groups embedded into coursework or between advisor and advisees. Recommendations for Researchers This study examined the dialogue of a writing feedback group whose process was highly structured. To develop a deeper understanding of the influence of dialogue on writing, it should be studied in various types of writing groups. Impact on Society Research and scholarship are critical to advancing our society. Doctoral students who speak English as an additional language bring distinctive cultural perspectives to research. Their voices and research are critical to future academic literature. Future Research The findings from this study highlight how dialogue in a writing feedback group afforded doctoral students ongoing opportunities to give and receive feedback on critical academic writing skills on their individual current writing projects. Further research is needed to understand the role of dialogue in the WFG on doctoral students' enduring understanding and the application of academic writing skills on future writing projects. [ABSTRACT FROM AUTHOR]

The uneven levels of writing support that dissertation writers receive throughout each stage of their PhDs has contributed to low completion rates and general dissatisfaction with the doctoral process. By offering both collective and individual assistance, the Café and one-to-one writing programming described herein centres students in their own work by examining the often-unspoken expectations that structure their PhDs. This programming establishes honest communication with dissertation writers in order to promote self-advocacy and intrinsic motivation so that they may take greater control over their projects. By modeling a reflective understanding of dissertation writing, this programming enhances longer term productive processes that enable higher completion rates and a greater sense of fulfillment with the PhD.

The need to publish is a pressure that academics face regardless of discipline. Counselor educators are subject to professional expectations including academic writing and mentorship. Structured writing groups and writing retreats are known to increase writing productivity. This practice based article describes the impact of a wellness-based writing retreat carried out by early career faculty and doctoral students. Suggestions for how to integrate wellness into academic writing retreats and its added benefit to mentorship are included. [ABSTRACT FROM AUTHOR]

Museum staff strive to create environments rich in opportunity for visitors to explore their relationship with their heritage, culture, art, or science. Their unique expertise in communicating and creating educational spaces are critical to the field of informal learning. Museum staff possess wide-ranging capabilities across various forms of communication, but many organisations do not employ specialist research staff whose day-to-day work includes writing and publishing in academic journals. Consequently, the academic research that takes place in museums is conducted and published with museum staff, rather than by museum staff. As part of the European science communication project, QUEST, an academic writing group composed of museum staff was established with the goal of creating a handbook to encourage and aid museum professionals in extending their communication skills so that they may convey their work in academic writing and take ownership of how their field is portrayed in the published literature. [ABSTRACT FROM AUTHOR]

This article presents the design for a virtual academic writing group (VAWG) supported by information and communications technology (ICT), implemented in graduate programs in humanities and education. The purpose of the VAWG was to strengthen the development of academic writing among the participants to publish scientific articles. First, theoretical information about academic writing groups and some previous experiences incorporating ICT are presented. Subsequently, the detail of the design of the group’s activities is presented, going through the initial stage, the pilot testing, and the first implementation. By interacting in an environment where participants share their writing with their peers, writers can enrich their writing processes with other participants, strengthening their writing and critical analysis skills. Furthermore, the VAWG uses ICT tools that the twenty-first-century demands of the new generations in work and daily life. [ABSTRACT FROM AUTHOR]

This study contrasts 33 Japanese English-as-a-foreign-language learners’ experiences using writing groups and artificial intelligence technology (ChatGPT-3.5) for editing and proofreading academic writing assignments. Recent advancements in artificial intelligence technology have significantly influenced academic writing, teaching and learning, prompting researchers to explore the practical application of these technologies in educational settings. In this study, participants edited and proofread their writing in class by using a writing group and experimenting with ChatGPT. After each activity, participants answered a questionnaire about their experiences. In the final questionnaire, participants compared their experiences of each activity and reported on which one they preferred. The results indicate that students mostly prefer using artificial intelligence technology for editing and proofreading. However, they acknowledge some value in writing groups. They assert that technology provides effective feedback, improving clarity and cohesion in their writing. Additionally, the findings reveal preferences for specific prompts to enhance their writing. Overall, this research demonstrates how teachers can use artificial intelligence in language classrooms to improve writing and practices, while emphasizing the importance of ethical implementation. [ABSTRACT FROM AUTHOR]

Aim/Purpose It is increasingly recognized that doctoral education programs should better support doctoral students. In particular, it has been noted that students experience significant isolation during their PhD, which negatively affects their educational experiences and their personal wellbeing. Doctoral writing groups are collaborative learning communities that have in recent years received increasing attention to address this issue. This collaborative autoethnography explores the affective benefits (i.e., benefits associated with emotions and feelings) of these doctoral writing groups, particularly focused on the pastorally supportive nature of these learning communities. Background Writing groups have been shown to promote academic writing skills and build reflective practice, personal epistemology, and academic identity. We have found that a much more significant benefit of our writing groups has been the pastoral care we have experienced, particularly in relation to the turbulent emotions often associated with academic writing. This should, perhaps, not be surprising since it is clear that academic writing is a form of identity work. There is, therefore, a clear need to better support doctoral students, particularly with regard to the more affective components of academic writing. This prompted us to write this collaborative autoethnography to showcase what we consider to be the primary role of doctoral writing groups: pastoral care. Methodology We employ a collaborative autoethnographic methodology to integrate our personal reflections into the existing literature in the field. Contribution We argue that doctoral writing groups are vehicles of pastoral care as they promote wellbeing, foster resilience, provide academic care, and build social capital. Findings We demonstrate that doctoral writing groups foster students' sense of belonging through self-reflection and the sharing of experiences in a safe space, which builds perceived self-efficacy and self-awareness. Furthermore, through the selfreflection and discussion that is inherent in doctoral writing groups, students also develop a better understanding of themselves and their place within the academy. Recommendations for Practitioners Our research highlights that writing groups may be designed to teach academic communication skills, but they provide an affective benefit that cannot yet be quantified and which should not be underestimated. Incorporating writing groups into doctoral education programs can, therefore, have a positive influence on the educational experiences of PhD students and improve their overall wellbeing. This paper concludes by providing practical suggestions to help practitioners implement writing groups into doctoral education programs, particularly focused on how these groups can be made more pastorally supportive. Recommendations for Researchers This paper also extends the theoretical understanding of pastoral care by providing a framework for pastoral care within the doctoral writing group environment. We show how pastoral care can be conceptualized as the promotion of self-awareness, self-efficacy, reflection, and empowerment of doctoral students through nurturing communities where all members are valued, encouraged, guided, and supported. Our experiences, which we have integrated throughout this paper, also highlight the importance of relationship-building within the educational community, particularly when these relationships are characterized by mutual respect and shared responsibility. Impact on Society The poor well-being of doctoral students has now been well-established across the world, but strategies to improve the academic environment for these students are still lacking. This paper provides evidence that implementing writing groups as a strategy to embed pastoral care in a doctoral education environment helps doctoral students flourish. Ultimately, this can lead to an improved academic research culture into the future. Future Research Future research should explore other methods of better integrating pastoral care interventions into doctoral education programs in order to reduce isolation and promote student wellbeing. [ABSTRACT FROM AUTHOR]