Article published In:
Australian Review of Applied Linguistics: Online-First Articles

The impact of an online doctoral writing group

Increased confidence, feedback literacy, and wellbeing

ORCID logo | The University of SydneyCamperdown
ORCID logo | Macquarie UniversityNorth Ryde
Challenges with writing have been identified as a key factor in the timely completion of PhD programs. Doctoral writing groups, where students provide peer feedback on drafts, are increasingly being implemented as a potential solution to support and develop student writing. This paper presents an exploration of the impact of an online doctoral writing group program at a large Australian university. The group supports students in writing a research article for publication in an academic journal and includes both facilitator-led instruction and peer feedback. We explored the group’s impact on the participants’ writing ability, feedback literacy, and general well-being. Data were drawn from two doctoral writing groups and derived from several sources: session transcripts, focus groups, anonymous surveys, student drafts, and published samples of students’ academic journal articles. We found that instruction was key to demystifying the writing process and developing feedback literacy. Furthermore, the online delivery mode provided access to support for cohorts traditionally excluded from these opportunities, as well as a safe space that fostered a sense of well-being. This approach suggests a sustainable and effective model for implementation in graduate programs.
Keywords: doctoral writing, academic writing, writing instruction, peer feedback literacy, wellbeing
Article outline
  • 1.Introduction and relevant literature
  • 2.The doctoral writing group
  • 3.Methodology
    • 3.1Participants
    • 3.2Data collection and analysis
  • 4.Findings
    • 4.1Demystifying writing: From process to product
    • 4.2The value of giving and receiving feedback
    • 4.3Building community and ensuring equity
  • 5.Discussion and conclusion
  • Acknowledgements
  • Disclosure statement
  • Declaration of contributions from generative AI and AI-assisted technologies in the writing process
  • References
Available under the Creative Commons Attribution (CC BY) 4.0 license.

For any use beyond this license, please contact the publisher at [email protected].

Published online: 27 August 2024
DOI logo
https://doi.org/10.1075/aral.24012.gar
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