Finding Confidence in Writing: Doctoral Writing Groups

Abstract

An important outcome of doctoral studies is the transition from student to independent researcher. While supervisors and researcher developers provide formal support in this transition, doctoral scholars themselves can be a valuable resource for each other to access the informal, Hidden Curriculum of doctoral education. This chapter identifies the ways in which doctoral writing groups play an important role in providing access to the Hidden Curriculum and developing researcher independence. Two key models of writing groups are outlined: critiquing groups (in which authors read and comment on each other’s writing); and productivity groups (in which authors write alongside each other). Writing groups formed of doctoral peers reveal the strengths of doctoral scholars as they work together, demonstrating their critical thinking, innovative approaches to problem-solving, knowledge of their field and—crucially—their understanding of the research culture and administrative systems. Writing groups teach participants about writing, but this learning is embedded in a social setting that also allows for incidental sharing of information about how to succeed in the research environment. These advantages have been demonstrated in many countries, and are particularly beneficial to internationally mobile researchers establishing themselves in multicultural research groups. Participation in the collaborative communities of doctoral writing groups has also been shown to increase well-being for doctoral scholars. Novice researchers’ developing confidence emerges from observing and experiencing success in their writing, which in turn translates into confidence in other aspects of their research work.