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Writing Retreats Responding to the Needs of Doctoral Candidates through Engagement with Academic Writing

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Title: Writing Retreats Responding to the Needs of Doctoral Candidates through Engagement with Academic Writing
Language: English
Authors: Tremblay-Wragg, Émilie (ORCID 0000-0001-5411-6058), Vincent, Cynthia (ORCID 0000-0002-6778-2700), Mathieu-C., Sara (ORCID 0000-0001-8192-6611), Lison, Christelle (ORCID 0000-0003-1570-6463), Ponsin, Annabelle (ORCID 0000-0003-0809-0402), Déri, Catherine (ORCID 0000-0001-9689-3517)
Source: Qualitative Research in Education. Feb 2022 11(1):29-57.
Availability: Hipatia Press. Claramunt, 4, Local 2 08030, Barcelona, Spain. Tel: +34-93-302-1226: e-mail: info@hipatiapress.com; Web site: http://www.hipatiapress.com
Peer Reviewed: Y
Page Count: 30
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Doctoral Students, Academic Language, Foreign Countries, Writing Workshops, Writing Skills, Doctoral Dissertations, Learner Engagement, Student Needs, Learning Activities
Geographic Terms: Canada
ISSN: 2014-6418
Abstract: During dissertation writing, PhD candidates face challenges engaging with academic writing, among other things, which leads to their participation in writing retreats with their peers. Developing a better understanding of PhD candidates' needs to optimize engagement with writing is important for improving the overall doctoral experience and reduce attrition. We then conducted a qualitative longitudinal experimental study with PhD candidates from Canadian universities: 15 respondents who participated in a writing retreat and 15 respondents who never participated in such event. Based on our findings, this article presents a complementary perspective to the theoretical model of engagement with writing by Murray (2015). Thereon, we expand on the intersectionality of components (cognitive, physical, social) to illustrate the influence of structured writing activities. These intersections highlight the benefits of writing retreats to answer the needs of PhD candidates to engage with writing: planning dedicated writing periods, implementing effective work methods in environments enabling concentration, and engaging with collective writing activities. By way of supplementing the most recent literature on the subject, we suggest that the participation in structured writing retreats serves as a pedagogical benchmark for graduate programs to offer students comparable conditions in support of their writing requirements to enhance academic success.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1339607
Database: ERIC
FullText Text:
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  Data: Writing Retreats Responding to the Needs of Doctoral Candidates through Engagement with Academic Writing
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  Data: <searchLink fieldCode="AR" term="%22Tremblay-Wragg%2C+Émilie%22">Tremblay-Wragg, Émilie</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5411-6058">0000-0001-5411-6058</externalLink>)<br /><searchLink fieldCode="AR" term="%22Vincent%2C+Cynthia%22">Vincent, Cynthia</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6778-2700">0000-0002-6778-2700</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mathieu-C%2E%2C+Sara%22">Mathieu-C., Sara</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8192-6611">0000-0001-8192-6611</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lison%2C+Christelle%22">Lison, Christelle</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1570-6463">0000-0003-1570-6463</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ponsin%2C+Annabelle%22">Ponsin, Annabelle</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0809-0402">0000-0003-0809-0402</externalLink>)<br /><searchLink fieldCode="AR" term="%22Déri%2C+Catherine%22">Déri, Catherine</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9689-3517">0000-0001-9689-3517</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Qualitative+Research+in+Education%22"><i>Qualitative Research in Education</i></searchLink>. Feb 2022 11(1):29-57.
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  Data: Hipatia Press. Claramunt, 4, Local 2 08030, Barcelona, Spain. Tel: +34-93-302-1226: e-mail: info@hipatiapress.com; Web site: http://www.hipatiapress.com
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  Data: 30
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  Data: During dissertation writing, PhD candidates face challenges engaging with academic writing, among other things, which leads to their participation in writing retreats with their peers. Developing a better understanding of PhD candidates' needs to optimize engagement with writing is important for improving the overall doctoral experience and reduce attrition. We then conducted a qualitative longitudinal experimental study with PhD candidates from Canadian universities: 15 respondents who participated in a writing retreat and 15 respondents who never participated in such event. Based on our findings, this article presents a complementary perspective to the theoretical model of engagement with writing by Murray (2015). Thereon, we expand on the intersectionality of components (cognitive, physical, social) to illustrate the influence of structured writing activities. These intersections highlight the benefits of writing retreats to answer the needs of PhD candidates to engage with writing: planning dedicated writing periods, implementing effective work methods in environments enabling concentration, and engaging with collective writing activities. By way of supplementing the most recent literature on the subject, we suggest that the participation in structured writing retreats serves as a pedagogical benchmark for graduate programs to offer students comparable conditions in support of their writing requirements to enhance academic success.
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      – Text: English
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      – TitleFull: Writing Retreats Responding to the Needs of Doctoral Candidates through Engagement with Academic Writing
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