Writing is the principal means by which doctoral candidature is monitored and measured; this, combined with the growing tendency to use publications as proxy measures of individual and institutional productivity, underlines the centrality of writing in academia. One of the central questions for scholars in higher education, therefore, is ‘How do we make writing happen?’, and it is this question which the book seeks to answer.
The book provides detailed illustrations of collaborative writing pedagogies which are powerfully enabling, and through theoretical and conceptual interrogation of these practices, the authors point the way for individuals as well as institutions to establish writing groups that are lively, responsive and context-specific.
Key topics include:
A particular strength of this book is that it showcases the potential of writing groups for advanced academic writing by pulling together a unique mix of authors and scholarly approaches, representing a wide range of new theoretical and pedagogical frames from diverse countries.
Writing Groups for Doctoral Education and Beyond will be attractive to academics seeking new ways to advance their writing productivity, doctoral students, their supervisors and those who are tasked with the job of supporting them through the completion and dissemination of their research.
Chapter 1 Introduction: Writing groups for doctoral and scholarly writing by Claire Aitchison (University of Western Sydney) and Cally Guerin (University of Adelaide)
Chapter 2 Writing together, for many reasons by Anthony Paré (McGill University, Canada)
Chapter 3 Pick-n-Mix: A Typology of Writers’ by Groups by Sarah Haas (University of Ghent, Belgium)
Chapter 4 Doctoral students create new spaces to write by Rowena Murray (University of Strathclyde, Scotland)
Chapter 5 Scaffolding the thesis writing process: An ongoing writing group for international research students by Linda Li (University of Canberra, Australia)
Chapter 6 The writing group as gift by Cally Guerin (University of Adelaide, Australia)
Chapter 7 ‘If they're not laughing, watch out!’: Emotion and risk in postgraduate writers’ circles by Lucia Thesen (University of Cape Town, South Africa)
Chapter 8 Learning from multiple voices: Intertextuality, feedback and authority in doctoral writing groups by Claire Aitchison (University of Western Sydney, Australia)
Chapter 9 The transparent transaction: Writing groups in the development of academic writers and writing mentors by Michelle Maher (University of South Carolina, USA)
Chapter 10 A weekly dose of applause! Connectedness and playfulness in the Thesis Marathon by Judith Wolfsberger (The writers’ studio, Austria)
Chapter 11 Circles of trust: The generous embrace of academic writing retreats by Barbara Grant and Sally Knowles (Auckland University, New Zealand; Edith Cowan University, Australia)
Chapter 12 Listening to doctoral students talk about research writing and groups: Implications for doctoral programs by Doreen Starke-Meyerring (McGill University, Canada)
Chapter 13 An intimate circle: Reflections on writing as women in higher education by Agnes Bosanquet, Jayde Cahir, Elaine Huber, Christa Jacenyik-Trawöger and Margot McNeill (Macquarie University, Australia)
Chapter 14 Shut up and write! Facilitating informal learning in doctoral education (with ‘no critiquing, exercises, lectures, ego, competition or feeling guilty’) by Inger Mewburn, Lindy Osborne, Glenda Caldwell and Tseen Khoo (Royal Melbourne Institute of Technology; Queensland University of Technology; Queensland University of Technology; Royal Melbourne Institute of Technology, Australia)