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Research shows that writing retreats have helped by creating dedicated writing time and building collegiality. A new form of ‘structured’ writing retreat was created to increase its impact by taking a community of practice approach. This paper reports on an evaluation, funded by the British Academy, in which participants were interviewed one year after structured retreat. They reported many changes in their approaches to writing and in their sense of themselves as writers and some of these changes were sustained on return to campus. This paper argues that structured retreat increases learning through participation and helps academics to mainstream writing in their lives and careers. We conclude by suggesting that, since publishing is a mainstream academic activity, it makes sense to mainstream this intervention in academic careers.", "publicationTitle": "Higher Education Research & Development", "publisher": "", "place": "", "date": "2009", "volume": "28", "issue": "5", "section": "", "partNumber": "", "partTitle": "", "pages": "541-553", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/07294360903154126", "citationKey": "", "url": "http://www.tandfonline.com/doi/abs/10.1080/07294360903154126", "accessDate": "2013-08-01T13:14:27Z", "PMID": "", "PMCID": "", "ISSN": "0729-4360", "archive": "", "archiveLocation": "", "shortTitle": "Writing retreat as structured intervention", "language": "", "libraryCatalog": "Taylor and Francis+NEJM", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2013-09-03T11:49:04Z", "dateModified": "2013-09-03T11:49:04Z" } }, { "key": "484STZ3C", "version": 3, "library": { "type": "group", "id": 205077, "name": "Brookes Fellowship Writing with Students", "links": { "alternate": { "href": "https://www.zotero.org/groups/brookes_fellowship_writing_with_students", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/205077/items/484STZ3C", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/brookes_fellowship_writing_with_students/items/484STZ3C", "type": "text/html" } }, "meta": { "createdByUser": { "id": 304286, "username": "http://shsc.brookes.ac.uk/marion-waite", "name": "Marion Waite", "links": { "alternate": { "href": "https://www.zotero.org/httpshsc.brookes.ac.ukmarion-waite", "type": "text/html" } } }, "creatorSummary": "Lee and Boud", "parsedDate": "2003", "numChildren": 1 }, "data": { "key": "484STZ3C", "version": 3, "itemType": "journalArticle", "title": "Writing Groups, Change and Academic Identity: Research development as local practice", "creators": [ { "creatorType": "author", "firstName": "Alison", "lastName": "Lee" }, { "creatorType": "author", "firstName": "David", "lastName": "Boud" } ], "abstractNote": "", "publicationTitle": "Studies in Higher Education", "publisher": "", "place": "", "date": "01/2003", "volume": "28", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "187-200", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/0307507032000058109", "citationKey": "", "url": "http://www.scopus.com.ezproxy3.lib.le.ac.uk/record/display.url?eid=2-s2.0-0037403986&citeCnt=0&origin=reflist&sort=plf-f&src=s&st1=writing+retreats&sid=56E0CB345CDA46412FB576020380E18B.aXczxbyuHHiXgaIW6Ho7g%3a70&sot=b&sdt=b&sl=31&s=TITLE-ABS-KEY%28writing+retreats%29", "accessDate": "2013-08-01T13:55:25Z", "PMID": "", "PMCID": "", "ISSN": "0307-5079, 1470-174X", "archive": "", "archiveLocation": "", "shortTitle": "Writing Groups, Change and Academic Identity", "language": "", "libraryCatalog": "CrossRef", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2013-09-03T11:49:00Z", "dateModified": "2013-09-03T11:49:00Z" } }, { "key": "CAI9DZP5", "version": 3, "library": { "type": "group", "id": 205077, "name": "Brookes Fellowship Writing with Students", "links": { "alternate": { "href": "https://www.zotero.org/groups/brookes_fellowship_writing_with_students", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/205077/items/CAI9DZP5", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/brookes_fellowship_writing_with_students/items/CAI9DZP5", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/205077/items/484STZ3C", "type": "application/json" } }, "meta": { "createdByUser": { "id": 304286, "username": "http://shsc.brookes.ac.uk/marion-waite", "name": "Marion Waite", "links": { "alternate": { "href": "https://www.zotero.org/httpshsc.brookes.ac.ukmarion-waite", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "CAI9DZP5", "version": 3, "parentItem": "484STZ3C", "itemType": "note", "note": "

How does this relate to my fellowship project?- need to get access to the full text.

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Main idea is research development of academic staff ( an issue in my institution) and writing groups as in intervention based on the premise that writing is the start of the research process. Appears as though provides an overview of writers groups.

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How does this relate to my fellowship project

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The main ideas of the article focus on 'the writing consultation' as an intervention to promote academic writing. It is an adaptation of behaviour change theory and a templated model is described where academics work in pairs to identify personal writing behaviours.

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I think this is an interesting resource to try and one, which could be added to the website/offered to the writing group.

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I like the idea of 'consultation' especially as it isdrawn from the health care discipline- there are however other takes on the consulation (my interpretation of aa role based on neighbour).

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I think it would be really good to explore what is going on in the first place.

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Main ideas

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5 paradoxes- Starting vs. finishinh

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orginality vs. convention

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logic vs. emotion

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easy vs. difficult

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public vs. private

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Writing for publication requires a high level of writing skills, and clinicians facing competing demands for their time need strategies for productive writing. These skills and strategies are not always developed in undergraduate or postgraduate courses. This study assessed a writing for publication course for allied health professionals. It explored the writing skills and strategies that participants developed during the course. It also assessed whether these skills and strategies were sustained in clinical workplaces after the course. Clinical professionals, including physiotherapists, who had attended the 6-month course were identified. Semi-structured interviews were conducted with 12 of the 14 participants (four males, 10 females), including six physiotherapists. The results show that course participants reported a range of benefits, which included improved skills and increased confidence. They also increased their published output. 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