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Healthy Writing Retreat

WHAT IS IT?

Rationale

Nova Doctoral School (NDS) has the goal of contributing to the excellence of the doctoral training in a range of subjects. Within this investment, one of the most important initiatives is the developmental process of their writing practice. Either for an academic essay, dissertation or PhD thesis, to support writers’ experience through a heathy approach to writing is of paramount importance.

The ‘writing retreat’ approach, proposed here, is a well-established and successful method that provides a dedicated writing time and space through a structured framework for working in academic writing projects.

Learning Outcomes

• Improved attitude towards writing practice

• Increased confident approach to academic challenges, acknowledging how significant amounts of writing can be reinterpreted to produce realistic outcomes

• An advanced outlook into their academic achievements (by replicating the method)

• Stronger connections between the writer’s group and across other peers/universities groups

WHO CAN APPLY?

PhD students at Universidade NOVA de Lisboa
 

WHEN and WHERE?  

5th edition: 8th and 9th June (9:00am-5:30pm \ 9:00am-4:30pm) 2022 | ONLINE

 

LECTURERS AND EVALUATION

Course Coordinators

Joana Pais Zozimo, PhD (Lancaster University)

 

Assessment Methodologies

1 ECTS | 2 days | 28 working hours

 

Main Bibliography

 

Healthy writing retreats: dare to enjoy your writing and joy will abound! Bear with me and try it out. – RECIRCULATE 

Tremblay-Wragg E, Mathieu Chartier S, Labonté-Lemoyne E, et al. (2021) Writing more, better, together: how writing retreats support graduate students through their journey. Journal of Further and Higher Education 45(1): 95–106. DOI: 10.1080/0309877X.2020.1736272.

Kempenaar L and Murray R (2019) Widening access to writing support: beliefs about the writing process are key. Journal of Further and Higher Education 43(8): 1109–1119. DOI: 10.1080/0309877X.2018.1450964.

Kempenaar L and Murray R (2018) Analysis of writing programmes for academics: application of a transactional and systems approach. Studies in Higher Education 43(12): 2371–2384. DOI: 10.1080

Papen U and Thériault V (2018) Writing retreats as a milestone in the development of PhD students’ sense of self as academic writers. Studies in Continuing Education 40(2): 166–180. DOI: 10.1080/0158037X.2017.1396973.

Murray R (2013) ‘It’s not a hobby’: reconceptualizing the place of writing in academic work. Higher Education 66(1): 79–91. DOI: 10.1007/s10734-012-9591-7

Murray R and Newton M (2009) Writing retreat as structured intervention: margin or mainstream? Higher Education Research & Development 28(5): 541–553. DOI: 10.1080/07294360903154126.

Murray R (2002) How to Write a Thesis. Buckingham [England]; Philadelphia: Open University Press. /03075079.2017.1329817

Murray R, Thow M, Moore S, et al. (2008) The writing consultation: developing academic writing practices. Journal of Further and Higher Education 32(2): 119–128. DOI: 10.1080/03098770701851854.

Huberman M (1995) Networks That Alter Teaching: conceptualizations, exchanges and experiments. Teachers and Teaching 1(2): 193–211. DOI: 10.1080/1354060950010204.