Writing retreats as writing pedagogy

  • Brian Paltridge University of Sydney
Keywords: Writing retreats, writing groups, writing pedagogy, writing for publication

Abstract

Writing retreats are an invaluable way of providing research students and early career researchers with opportunities for extended periods of time for their writing (MacLeod et al., 2012; Murray, 2013, 2014, 2015; Murray and Newtown, 2009; Murray et al., 2012; Petrova and Coughlin, 2012). This is important both for students who are under pressure for timely completion of their degrees and academic staff in the early stages of their careers who, once they have obtained an academic appointment, need to establish themselves in their fields as well as meet tenure track requirements that have been set by their employing institutions. This is as true for native speaking writers as it is for non-native speaking writers (Habibie, 2015), all of whom have to be able to write academically in English, the international language of research, and often face challenges in doing this. This paper discusses both the nature and benefits of writing retreats. It then provides an example of a writing retreat that focuses on writing for publication that has been on offer for the past four years at the University of Sydney, Australia. It describes how the retreat has evolved, how it is organized in its present form, and how participants have responded to the retreat. The paper concludes by arguing that writing retreats are a valuable opportunity for writing pedagogy, showing how both pedagogy and opportunities for extended writing can be brought together within the context of these retreats.

Author Biography

Brian Paltridge, University of Sydney

Brian Paltridge is Professor TESOL at the University of Sydney. His most recent publications are Research Methods in Applied Linguistics, edited with Aek Phakiti (Bloomsbury, 2015) and Ethnographic Perspectives on Academic Writing (with Sue Starfield and Christine Tardy, Oxford University Press, 2016). He has recently completed, with Sue Starfield, a book on getting published in academic journals to be published by the University of Michigan Press. He also, with Sue Starfield, edits the Routledge Introductions to English for Specific Purposes and the Routledge Research in English for Specific Purposes series. He is a co-editor of TESOL Quarterly and an editor emeritus for English for Specific Purposes.

References

Aitchison, C., and Guerin, C. (2014). Writing Groups for Doctoral Education and Be-yond. Abingdon, UK: Routledge.

Belcher, D. D. (2007). Seeking acceptance in an English-only research world. Journal of Second Language Writing, 16, 1-22. DOI: 10.1016/j.jslw.2006.12.001.

Carnell, E., MacDonald, J., McCallum, B. and Scott, M. (2008). Passion and politics: Academics reflect on writing for publication. London: Institute of Education, University of London.

Flowerdew, J. and Dudley-Evans, T. (2002). Genre analysis of editorial letters to in-ternational journal contributors. Applied Linguistics 23: 463-489. DOI: 10.1093/applin/23.4.463

Guerin, C. (2014) The gift of writing groups. Critique, community and confidence. In C. Aitchison and C. Guerin (eds.) Writing Groups for Doctoral Education and Beyond 128-141. Abingdon, UK: Routledge.

Haas, S. (2014). Pick-n-mix. A typology of writers’ groups in use. In C. Aitchison and C. Guerin (eds.) Writing Groups for Doctoral Education and Beyond 30-47. Abingdon, UK: Routledge.

Habibie, P. (2015). An investigation into writing for scholarly publication by novice scholars: Practices of Canadian Anglophone doctoral students. PhD thesis, Uni-versity of Western Ontario, Canada.

MacLeod, I., Steckley, L. and Murray, R. (2012). Time is not enough: Promoting stra-tegic engagement with writing for publication. Studies in Higher Education 37: 641-654. DOI: 10.1080/03075079.2010.527934

Mahboob, A., Paltridge. B. Phakiti, A., Wagner, E., Starfield, S., Burns, A., Jones, R. and De Costa, P. (2016). TESOL Quarterly research guidelines. TESOL Quar-terly, 50: 130-153. DOI: 10.1002/tesq.288

Mewburn, I., Osborne, L., and Caldwell, G. (2014). Shut up & write! In C. Aitchison and C. Guerin (eds.) Writing Groups for Doctoral Education and Beyond 218-232. Abingdon, UK: Routledge.

Murray, R. (2010). Pros and cons of writing retreat & writers’ groups. Workshop de-livered at the University of Wollongong, Australia. 27 July 2010.

Murray, R. (2013). Writing for Academic Journals. Third edition. Maidenhead, UK: Open University Press.

Murray, R. (2014). Doctoral students create new spaces to write. In C. Aitchison and C. Guerin (eds.) Writing Groups for Doctoral Education and Beyond 94-109. Abingdon, UK: Routledge.

Murray, R. (2015). Writing in Social Spaces. A Social Processes Approach to Aca-demic Writing. Abingdon, UK: Routledge.

Murray, R. and Newtown, M. (2009). Writing retreat as structured intervention: Mar-gin or mainstream? Higher Education Research & Development 28: 541-553. DOI 10.1080/07294360903154126

Murray, R., Steckley, L. and MacLeod, I. (2012). Research leadership in writing for publication: A theoretical framework. British Educational Research Journal 38: 765-781. DOI 10.1080/01411926.2011.580049

Nackoney, C. K., Munn, S. L. and Fernandez, J. (2011). Learning to write: Wisdom from emerging scholars. In T. S. Rocco, T. Hatcher and Associates (eds.), The handbook of scholarly writing and publishing 26-43. San Francisco: Jossey-Bass.

Nygaard, L.P. (2015). Writing for Scholars. A Practical Guide to Making Sense & Being Heard. Second edition. Los Angeles: Sage.

Paltridge, B. (2015). Referees’ comments on submissions to peer-reviewed journals: When is a suggestion not a suggestion? Studies in Higher Education 40: 106-122. DOI: 10.1080/03075079.2013.818641

Paltridge, B. (forthcoming). The discourse of peer review. Basingstoke, UK: Palgrave Macmillan.

Paltridge, B. and Starfield, S. (2016). Getting Published in Academic Journals. Ann Arbor: University of Michigan Press.

Paré, A. 2014). Writing together for many reasons. In C. Aitchison and C. Guerin (eds.) Writing Groups for Doctoral Education and Beyond 18-29. Abingdon, UK: Routledge.

Petrova, P. and Coughlin, A. (2012). Using structured writing retreats to support nov-ice researchers. International Journal for Researcher Development 3: 79-88. DOI: org/10.1108/17597511211278661

Rickard, C. M., McGrail, M. R., Jones, R., O’Meara, Robinson, A., Burley, M., and Ray-Barruel, G. (2009) Supporting academic publication: Evaluation of a writ-ing course combined with writers’ support group. Nurse Education Today 29: 516-521. DOI: 10.1016/j.nedt.2008.11.005

Thomson, P. (2011). How to give feedback on a peer’s paper. Retrieved on 31 April 2015 from patthomson.wordpress.com/2011/07/18/how-to-give-feedback-on-a-peers-paper/
Published
2016-05-23
How to Cite
Paltridge, B. (2016). Writing retreats as writing pedagogy. Writing & Pedagogy, 8(1), 199-213. https://doi.org/10.1558/wap.v8i1.27634
Section
Reflections on Practice