Picture of sea vessel plough through rough maritime conditions

Innovations in marine technology, pioneered through Open Access research...

Strathprints makes available scholarly Open Access content by researchers in the Department of Naval Architecture, Ocean & Marine Engineering based within the Faculty of Engineering.

Research here explores the potential of marine renewables, such as offshore wind, current and wave energy devices to promote the delivery of diverse energy sources. Expertise in offshore hydrodynamics in offshore structures also informs innovations within the oil and gas industries. But as a world-leading centre of marine technology, the Department is recognised as the leading authority in all areas related to maritime safety, such as resilience engineering, collision avoidance and risk-based ship design. Techniques to support sustainability vessel life cycle management is a key research focus.

Explore the Open Access research of the Department of Naval Architecture, Ocean & Marine Engineering. Or explore all of Strathclyde's Open Access research...

Writing retreats as a milestone in the development of PhD students' sense of self as academic writers

Papen, Uta and Thériault, Virginie (2017) Writing retreats as a milestone in the development of PhD students' sense of self as academic writers. Studies in Continuing Education. ISSN 1470-126X

[img] Text (Papen-Theriault-SCE-2017-Writing-retreats-as-a-milestone-in-the-development)
Papen_Theriault_SCE_2017_Writing_retreats_as_a_milestone_in_the_development.pdf
Accepted Author Manuscript
Restricted to Repository staff only until 7 May 2019.

Download (481kB) | Request a copy from the Strathclyde author

Abstract

Writing retreats are structured events during which a group of people write in the same room over several days. In this paper, we report on findings from a study exploring the impact of writing retreats on PhD students’ writing and their sense of self as academic writers. A second aim of the study was to contribute to the search for appropriate pedagogies to support writing at the PhD level. The data consist of interviews with 19 PhD students who had taken part in writing retreats as well as evaluations and pre- and post-retreat reflections by these students. In the interviews, we discussed the role of writing retreats in the context of the students’ wider biographies as writers, looking into their autobiographical selves and how it relates to their experiences of writing. Our findings suggest that writing retreats can be important events for PhD students positively affecting their relationship with literacy [Besse, J.-M. 1995. L’écrit, l’école et l’illettrisme. Paris: Magnard]. Taking part in a retreat generates pleasure, emphasising the role of emotions in academic writing. Writing retreats and the opportunities they offer students to write and to reflect on their experiences as writers are a valuable part of PhD training.