Writing With Others, Part II: What Are the Benefits?

In Part I, I explored two possible approaches to writing with others. In this post, we’ll dive into some of the benefits of participating in writing groups.

I recently interviewed several colleagues about their experiences in formal and informal group writing events. They described writing in a range of different settings, including

• day-long writing sessions for doctoral students

• a weekend boot camp for students at the dissertation stage

• a writing group for junior faculty that included regular day-long writing sessions and longer (three to four nights) writing retreats

• college-sponsored writing days in the campus library

• unsponsored writing retreats

I asked each of them to tell me the most significant benefits of participating in these writing sessions. Here are five themes that emerged from our conversations.

• Productivity. Without a doubt, the most significant benefit of participating in writing days and retreats is increased productivity. One of my colleagues noted that it is the most effective tool she has for moving the scholarship needle forward—so much so that she actively seeks out these opportunities. For faculty and others in higher education with administrative responsibilities, writing group structures help make space for scholarly productivity. They provide an excuse to ignore everything else at a given time by taking the person out of their typical work setting, where other demands are more likely to encroach.

The timing of writing retreats might also shape their impact on productivity. For one colleague writing retreats that fell at the end of the semester provided greater motivation to make progress on scholarly projects so they could take a break without guilt. Alternately, a short retreat at the end of the academic year created an opportunity to front load productivity for the summer months.

Another colleague participating in an informal writing retreat attributed his productivity, in part, to a sense of accountability to his retreat mate. Given their shared goal of moving individual writing projects forward, he didn’t want to let his partner down by slacking off and searching the internet.

• Modeling. Writing groups provide a birds-eye-view into the practices of other writers, especially when sessions take place in a communal setting. Conversations focused on goal setting, challenges, and the writing process that open and close sessions offer participants insight into new ways to organize their own practice. Writing groups at one institution focused on junior faculty, but they were open to anyone in the college who wanted to attend. As such, the dean and tenured faculty frequently participated in a portion of the retreat. The presence of more experienced scholarly writers made the retreat even more powerful for junior faculty members.

• Access to mentors. When a faculty mentor or writing expert leads a writing group, participants can seek support for specific writing concerns. Reflecting on a dissertation boot camp, one colleague noted that having access to her faculty during the experience made the time incredibly productive. Another indicated that junior faculty could schedule “appointments” with the facilitator during writing retreats for guidance on specific issues, such as grant writing.

• Being in community. Both seasoned and novice writers experience challenges with writing. Having the support of others who understand the process is essential, especially if that community is supportive and celebratory rather than competitive—a spirit that sometimes defines relationships in academia.

• Cross-disciplinary conversations. For interdisciplinary writing groups, the opportunity to share ideas with someone coming from a different perspective can be incredibly productive. One colleague, a higher education faculty member, participates in regular writing retreats with a childhood friend who works in the medical field. He notes that by asking the “naïve question,” he may help his friend think about the manuscript in a new way. Conversations about theories and approaches to analysis can also create new possibilities, new ways of thinking about a problem or line of research that can enrich our scholarship.

Writing with others offers many benefits, but it isn’t without its challenges. As with many activities, writing groups moved to virtual spaces during the pandemic. One of my colleagues noted that their Zoom writing group met for goal sharing, and then everyone logged off the meeting for individual writing sessions. For them, the lack of connection contributed to accountability issues. It was simply too easy to get up and do something else. A better solution for them was a co-writing session with a close friend where both kept their cameras on but their mics muted. Virtual writing groups may also lack the same energy and sense of community that in-person sessions create.

Writing in group sessions means learning how to manage or navigate other people’s work styles. As groups develop and a stronger sense of community emerges, being intentional about maintaining a focus on writing and limiting the impulse to catch up on personal news becomes essential. Setting aside some time for individual check-ins at the beginning of the writing session or during meal breaks can be one way to manage this. For longer writing sessions, such as multi-day retreats, planned non-writing activities may be a way to satisfy the need for social connection.

I’d love to hear from you. What have you found to be the most significant benefits of writing with others? What are some of the challenges you’ve had to navigate to make this practice work for you?