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Running an Effective Writing Group

Dissertation and Thesis Support: Writing Groups and Resources This workshop video covers strategies and best practices for organizing writing groups for thesis and dissertation writing. The presentation focuses on independent writing groups organized by graduate students and offers tips on establishing meeting rules and structures for running meetings effectively. The workshop also addresses other campus resources available to support dissertation and thesis writers. This workshop was recorded in 2020. (Approx. 20 mins.)

Tips for Successful Writing Groups —A blog post written by Chris Golde who works in the Graduate Education office at Stanford University. The post offers concise guidelines for setting expectations, developing ground rules, using time effectively, building trust, giving feedback, and dealing with other common challenges.

Making a Thesis or Dissertation Support Group Work for You [pdf]—From the Horace H. Rockham School for Graduate Studies, University of Michigan, Ann Arbor. Advice drawn from dissertation-writing advice books and from a focus group of doctoral students with experience in writing groups. The article suggests answers to common questions about forming and running a writing group. It includes advice for groups focused on the writing process and for those focused on the content of the thesis or dissertation.

Resources for Writing Groups —From UNC Chapel Hill. Includes guidelines for giving and receiving feedback, creative activities for writing groups to do, and a collection of worksheets to help groups get started (see “ Writing Groups Starter Kit ”).

Belcher, W. L. (2019). Writing your journal article in twelve weeks: A guide to academic publishing success . Thousand Oaks, CA: Sage. (2nd edition) Belcher advises students to form writing partnerships or groups in order to increase their motivation and productivity. She recommends making a written commitment to a writing partner or group and provides sample forms and provides sample commitment forms (see forms associated with the book introduction). Belcher's book contains numerous exercises, many of which can be used to elicit specific feedback from writing partners. In the first edition (2009), the “Week 9” chapter contains a form for sharing feedback.

To report a broken link, please email the GWC at [email protected] .

The Dissertation Group

Your personal coaching and mentoring committee

The Dissertation Group™ partners with doctoral candidates as they navigate through their doctoral program and the writing of their dissertation. We are a collective of U.S.-based professors and coaches with expertise in various areas of study, research, and design methods who provide personalized dissertation coaching, mentoring, and support services.

The Dissertation Group™ stands out by offering a unique, personalized, and consistent level of support. Unlike traditional dissertation committees, the Dissertation Group™ engages with students regularly, providing continuous support, coaching, and detailed feedback throughout the dissertation process. This includes hands-on assistance with research design, methodology, and writing, as well as addressing the psychological and practical challenges of completing a dissertation. The focus is on creating a collaborative and supportive environment that helps students navigate every step of their dissertation journey with less stress and more confidence.​​

Paul Boardman, PhD  

Founder and Professor

Paul started his academic career by earning his PhD from Georgia Tech and tenure at Ohio State. He has over fifty peer-reviewed research articles in top policy and management journals and an H-index in the top one percent of his cohort of professors. Paul sat on tens of dissertation committees and specializes in topic development and research design. Paul met the doctoral coaching half of The Dissertation Group, Carolyn Moore, in graduate school in 1997. The two have been colleagues and friends ever since.        

  Carolyn is a high-performance, nationally certified counselor with over twenty-five years of experience in coaching, assessment, leadership, change management, career transitions, advocacy, training, and group facilitation. Her background includes a Master of Arts in Counseling Psychology from the University of Colorado Denver, with a focus on community agency and school counseling. 

Billy was a professor of technology management and leadership before co-founding The Dissertation Group with three of his colleagues in 2023. Before The Dissertation Group, Billy also worked with a number of academic consultancies focused on doctoral dissertations for the major online universities in the U.S. Billy has personally developed topics for and assisted on doctoral dissertations in leadership, management, nursing, psychology, education, and organizational behavior. He specializes in developing original, problem-focused, and feasible topics for doctoral students at the major online universities. He prides himself on making certain that his clients graduate on time.  

Carolyn Moore, MA, LSC, NCC  

Billy whisnant, phd.

Coach and Professor

Dissertation Coaching / Dissertation Support / Research Skills / Project Management Skills / Defense Preparation

• Dissertation Writing Groups

The invites applications for Humanities Dissertation Writing Groups. These competitive grants will encourage supportive and critical discussion of dissertation prospecti and drafts of dissertation chapters in the humanities.

The funds will provide support for small groups of interdisciplinary graduate students to convene regularly to share drafts of dissertation chapters and to discuss research and writing strategies for approaches to the group's common interdisciplinary focus. The selected groups of graduate students will meet throughout the 2024-25 academic year and, preferably, through the summer of 2025.

Grants of $250 per participant will be made available to groups of 4-5 participants who can demonstrate that their research interests productively converge. These groups would include students working in at least two different humanities graduate fields or groups within a single field whose research lends an interdisciplinary approach to their fields. The use of these funds will be flexible, from copying and dinner/refreshments to financial support for special research materials or trips to be shared by the group.

Applications should include a schedule of meetings (roughly one every 2-3 weeks) to be held in the course of the academic year, which would necessarily include regular circulation to the group of chapters-in-progress by each member. Such sessions should offer substantive response and discussion by the group of each individual chapter. If the groups consist of students who have very recently passed the A-Exam, their sessions could be focused on penning a prospectus.

All applicants must have completed the A-Exam by September 15, 2024, with at least two members of the group having completed the A-Exam by September 1, 2024. 

The competition will be adjudicated by the Humanities Council.

Application Guidelines

Applications for Humanities Dissertation Writing Groups should be submitted by one member who will assume organizational responsibility for an additional stipend. Each writing group should consist of  a minimum of four members (with no more than five) . Groups should be prepared to convene by September 1, 2024.

Applicants should submit the following materials as  one .pdf file :

1. A dissertation writing group title and statement of no more than 750 words describing a rationale for linking the work of participants from different disciplines or disciplinary perspectives. The statement should show how each participant's perspective would contribute to elaborating and enriching a common context for writing.

2. A one-paragraph description of the dissertation project from each participant.

3. A CV for each member of the group.

4. A schedule of meetings and activities for the coming year. The basic requirement is a series of meetings organized around the circulation, presentation, and discussion of 2 chapters in progress by each member (a prospectus counts as a chapter).

No budget proposal is necessary.

Deadline: March 22, 2024

Please send all application materials in a single .pdf to Amanda Brockner at [email protected] .

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Dissertation Resources

Whether you’re just getting started on your dissertation or are close to completion, Stanford offers a variety of resources to support you along the way.

Synchronous Resources

Academic coaching - center for teaching and learning.

For most graduate students, the dissertation is the most extensive writing project they have ever encountered, and in addition, it has unique demands that make it different from other genres of writing. As a result, it may require adapting some of the approaches you’ve used in the past when it comes to planning, managing your time, staying motivated, and navigating other aspects of academic life. Academic Coaches can meet with you (in-person or online) to develop strategies and plans to support your dissertation goals. Some potential coaching topics include:

• Identifying subtasks within the larger project and developing a timeline for completion 
• Managing roadblocks and recalibrating your plan
• Creating a sustainable writing routine
• Communicating effectively with your advisor and dissertation committee
• Tracking progress and maintaining motivation

Writing and Speaking Consultations - Hume Center

Graduate students can schedule individual consultations with a Hume tutor and can choose to meet with a Lecturer or a peer Graduate Writing Tutor (in-person or online). Consultation topics may include:

• Brainstorming ideas
• Outlining and planning
• Developing an effective literature review
• Revision strategies
• Organizational strategies

Dissertation Support Group - Counseling and Psychological Services (CAPS)

The Dissertation Support Group is a six-session online group which provides space to vent, meet other people like you, share goals and perspectives on navigating common themes (isolation, motivation, relationships), and learn some helpful coping skills to manage the stress of dissertation writing. This is a supportive graduate student space with the expertise of a Graduate Life Office Dean and a CAPS therapist co-facilitating and sharing skills, resources, and support specific to your situation.

Dissertation Boot Camp - Hume Center

The Dissertation Boot Camp is a free program that provides structure and motivation for graduate students who are wanting to make significant progress on their dissertation or other writing project. Dissertation Boot Camps are offered throughout the academic year and the summer. Interested graduate students can register to attend an in-person bootcamp at the Hume Center or an online bootcamp.

Asynchronous Resources

Starting an effective academic writing group - hume center.

This guide from the Hume Center provides strategies and structures that can be used to start and maintain a writing group. Writing groups can be a great way to integrate structure and accountability throughout the dissertation writing process. Dissertation writers often find it helpful to meet regularly with other graduate students who are also at this stage for the purpose of providing feedback, co-working, and/or setting and monitoring writing goals.

Dissertation Success Curriculum - National Center for Faculty Development & Diversity 

Graduate students can access Stanford’s institutional membership to the National Center for Faculty Development & Diversity (NCFDD), which provides webinars, newsletters, and other resources related to topics such as writing productivity and time management. To access NCFDD’s Dissertation Success Curriculum, first follow the instructions using the link above to activate your Stanford-sponsored membership. Once you have created an account, navigate to the “Resources” section on the homepage, then select “Dissertation Success.” The curriculum includes 12 training modules covering topics such as creating a dissertation plan, understanding writing resistance, and overcoming academic perfectionism. Participants can also join a moderated discussion forum for peer mentoring and tracking writing progress.

Books on Graduate Writing - Stanford Libraries

A number of books related to writing in graduate school and completing a dissertation are available through the Stanford Libraries. A few examples are listed below:

• Demystifying Dissertation Writing:  A Streamlined Process from Choice of Topic to Final Text by Peg Boyle Single
• How to Write a Lot:  A Practical Guide to Productive Academic Writing by Paul Silvia
• The Productive Graduate Student Writer:  How to Manage Your Time, Processes, and Energy to Write Your Research Proposal, Thesis, and Dissertation and Get Published by Jan Allen
• Writing Your Dissertation in Fifteen Minutes a Day:  A Guide to Starting, Revising, and Finishing your Doctoral Thesis by Joan Bolker
• Writing Your Journal Article in Twelve Weeks:  A Guide to Academic Publishing Success by Wendy Belcher

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Expand Your Pack: Start or Join an Online Writing Group!

Are you looking for a way to get started on a summer writing project? While we often think of academic writing as a solitary pursuit, we can benefit from the community of other writers, whether they share advice about their processes, give feedback on our work, commiserate with our struggles, or simply work beside us virtually. In the wake of the COVID-19 pandemic and amid busy schedules, online writing groups have proven an indispensable source of support for academic writers seeking accountability, motivation, and community .

Last fall, the Graduate School Professional Development Team launched the GradPack Slack Space for grad and postdoc trainees to join or start peer-lead online writing groups. Members can browse Slack channels to find virtual writing support groups with a variety of formats or disciplinary focuses. Alternatively, members can propose new writing groups based on their needs and interests and create new Slack channels for their groups.

To explore the benefits of online writing groups and best practices for leading them, we reached out to six current and former peer group leaders for their perspectives: Claudia Alberico (Parks, Recreation and Tourism Management PhD), Abida Haque (Computer Science PhD), Iwinosa Idahor (Educational Leadership, Policy, and Human Development PhD), Kate Jones (Geospatial Analytics PhD), Dr. Alex Milliken (a recent graduate in Computer Science), and Honey Minkowitz (Public Administration PhD).

Why Should I Start an Online Writing Group?

Help colleagues be productive and accountable

As Honey explains, “by becoming a leader, I could help other people that were in the same process.” Claudia adds that “working on Zoom was good for us to have that accountability, be able to share our anxieties, and learn from each other”. Iwinosa elaborates on the value of leading online writing groups for maintaining energy on writing projects: “I really enjoyed the momentum that we gained during the [spring 2020 online] retreat , and I didn’t want to lose that.” By forming a writing group, she connected with “other students who didn’t want to lose that either, so we were able to keep that going.”

Build community

Kate explains that “even though I’ve never met these people in person, I do feel very connected to them and their projects”.

For Iwinosa, “a big component was making sure that we were holding each other accountable and providing a community.” Honey agrees that the “biggest lesson for me was providing that opportunity for collaboration and connection” among writing group members. Moreover, Alex suggests that leading a virtual writing group can be an “opportunity to interact with folks outside your discipline or lab group.”

Practice leadership skills

All writing group leaders cultivate transferable skills such as maintaining meeting schedules, communicating with group members, and listening to members to establish meeting formats that work with their needs. As Abida notes, “I like to work with other people [and] I also like to lead things, so I thought it would be nice to lead a group, use my ideas, and experiment with them.” Alex specifically found the leadership aspects motivating for their own writing accountability: “if I personally lead things, then I’m more likely to be accountable as well. Knowing that I was going to be able to help others, in turn, guides me to get my own stuff done.”

Carve out dedicated time to make progress on writing projects

Kate finds that leading a group helps her to be intentional about scheduling writing time: “I’ve been setting aside a very structured hour every single week, which makes it seem less daunting to really carve out more writing time when needed.” Abida, too, notes that as a writing group leader, “honoring those times is really important also for yourself,” even if group members are not able to attend every meet-up.

What Type of Writing is Best for Me?

Here are a few common writing group formats that you could start or join based on the types of writing support that you are looking for:

• Productivity Groups meet regularly in real time to write together, for example on Zoom or other video conferencing platform. Members often start the session by sharing their goals and end the session by reflecting on their progress, and may incorporate techniques, like the Pomodoro technique , to divide a longer session into manageable working blocks.
• Accountability Groups meet briefly (for example, 30 minutes every month) to discuss goals and setbacks on writing and provide external peer accountability. Members might participate in accountability groups asynchronously by exchanging messages in a group chat app to motivate each other, share common struggles, and report small victories.
• Feedback Groups provide feedback on each other’s writing, such as advice about the structure/organization or style, by meeting via Zoom or other videoconferencing platform. These groups may meet less often than working groups depending on members’ writing timelines and goals (ex. monthly versus weekly or biweekly meetings).

Your writing group may combine aspects of these formats depending on members’ needs and interests. For example, Abida uses Slack to organize “hashtag writing sprints,” or virtual Pomodoro working sessions that do not require members to be on Zoom: “I’ll put a message on #general [Slack channel], and I’ll say, ‘Hey, everybody, I’m going to start sets of 20 minutes’.” She shares a link to the cuckoo.team collaborative timer tool to announce the start and end of each working block and break times. With this tool, users do not need to be on Zoom to participate in a virtual working session.

You can also join multiple writing groups for help with different aspects of the writing process. As Kate puts it, “don’t necessarily feel like you need to be in just one group. I know of four or five members who write in multiple groups” based on their writing goals.

How Can I be a Good Group Leader?

Be clear and consistent about the purpose and logistics of the group : As Alex suggests, “the group worked well when we had a scheduled meeting time,” and Iwinosa adds that it’s good to “stick to one time” for consistency.

Before the group begins, you should send a survey to prospective members about their availability. You should also have an informational meeting to determine regular meeting times and formats that are best for members’ needs and interests. For example, do members want to meet regularly to write together on Zoom, meet to discuss common writing challenges, or give feedback on each others’ work?

As the group starts, you should have a communication plan, such as when and how you will remind members about meetings and how members can communicate with each other (ex. Slack messaging, emails).

Abida likewise recommends having a consistent meeting time “because when people know [the meeting times], they can trust you, they can expect you to show up and to help them out.”

Create “rituals” to structure meetings : Your group should create a routine for every meeting. As Claudia explains, “I took a leadership role to actually get the group started, to say, ‘okay, we’re meeting to get to know each other,’ and we’ll decide what we’re going to do from there.” In her group, members greeted each other, discussed writing progress, and set goals for the working session before beginning to work using the Pomodoro technique. They also took a few minutes at the end of the session to reflect on their work period and set new goals.

Iwinosa suggests creating norms to manage expectations: “We set up guidelines [such as] ‘we’re doing it virtually,’ ‘we keep our cameras on,’ just to be able to see each other and to hold each other accountable”.

Honey’s group for public administration majors also has a routine. As she explains, “we talk for a while, catching up with lives and how things are going during COVID. And then we write in silence for a block.” These “rituals” build structure into the meeting and can help prospective members understand what they will get from the group.

Build rapport in a virtual setting : Likewise, it’s especially important now to create rapport, or an emotional connection, with group members. Admittedly, this can be challenging in a virtual setting like Zoom, but it’s crucial to create that connection and community when we are physically isolated from colleagues. Alex recommends establishing this rapport during the first meeting: “Try to get to know them [your group members], as opposed to just get to know what they’re working on. Ask them about extracurricular activities, or other things that they do that they enjoy.” These brief conversations can become part of your group’s routine, as Kate suggests: “Take that five or six minutes at the beginning of the writing meeting to still establish community”.

Be flexible, supportive, and responsive to group members’ needs : Effective writing group leaders listen to group members and negotiate norms that work with their needs. They also make adjustments when the current format isn’t working. For example, Honey mentions that “I’ve tried to hone it into what people are interested in.” Her group started as a motivational listserv for writers across disciplines but evolved into a feedback group for writers in her field of public administration: “A discipline-based writing group might be more beneficial” to connect writers with similar background knowledge and goals. Iwinosa likewise advises to “be as flexible as possible and offer a variety of options”. For example, you may need to shift the focus from milestone projects, like dissertations, and word counts to a broader set of “writing-related activities,” like analyzing data, summarizing literature, and practicing conference presentations that keep group members productive and motivated.

Good group leaders also cultivate empathy and help members celebrate small victories, “serving as that cheerleader for your group,” as Iwinosa puts it. Alex, moreover, suggests that leaders can “show that they [your writing groups members] can be proud of themselves for completing tangential, relevant tasks to their writing project” even if they did not accomplish their initial goal for the session.

Sometimes, group leaders have to reach out to members who are less responsive. This can be difficult, but, as Alex recommends, “if you notice that maybe someone is falling behind, or maybe they’re not showing up, reach out” using tools like email or Slack direct messaging. Iwinosa agrees that it’s important to be understanding and “show grace to your group. Understanding that there may be days where you’ll be the only one in the session, and then there’ll be times where the entire group shows up”.

However, writing group leaders should not feel pressured to micromanage members. Rather, the goal is to cultivate a positive, supportive environment for group members who engage and to recognize when your group’s working routines may not be the best fit for everyone. Abida explains that “what’s worked better for me…is to just be someone that is encouraging” to colleagues facing similar writing struggles and create a supportive virtual space for members to work together on writing.

Model good writing habits : As Iwinosa explains, being a group leader involves “encouraging not only your group, but also yourself as a peer leader, to take care of yourself, modeling what it looks like to take breaks to practice self care in order to stay focused and motivated.”

Get Involved!

For step-by-step guides on getting started with an online writing group, see these resources from Inside Higher Education and UNC Writing Center .

If you have questions or would like to share about a writing group you are currently leading, contact Dr. Katie Homar on the Professional Development Team.

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The mission of the  Dissertation Writing Group (DWG) is to provide doctoral students with an expanded network of support to encourage completion of the dissertation writing process. The DWG is open to doctoral students from all programs, and is a joint effort sponsored by the Graduate School, the UM Writing Center, and UM Libraries. 

The Dissertation Writing Group meets every week via Zoom and the schedule for meetings this semester will be:

During the weekly check-in meetings on Monday, we will go around and everyone will go over their accomplishments from the previous week, goals for the upcoming week, and any particular challenges or questions they might have.

For the writing sessions, we will get together and independently. The goal of these sessions is to help build structure and accountability into your writing process.

Meeting Link invites will be sent out each week but here are the permalinks to the meeting rooms: 

Monday/Wednesday/Friday Morning Meetings: https://miami.zoom.us/j/91682033588?pwd=VllpN1RCeWdkanF6T29LSmNpZ1d6UT09  

Tuesday Writing Sessions: https://miami.zoom.us/j/97297163600?pwd=TlBuaE1nT0VramJpVDhGMVZOZDlNQT09  

Conference Links To schedule a writing conference, use this link: https://um-dwg.youcanbook.me/   At the time of your scheduled conference, join me on Zoom at: https://miami.zoom.us/my/ndeyo  

The purpose of these sessions will be to provide a shared writing space. The time will mostly be spent silently writing together, but there may also be brief discussions of daily/weekly goals and time for some general Q&A. The sessions will be run by Dr. Nathaniel Deyo, a Writing Program lecturer who received his Ph.D. in English from the University of Florida in 2016. He has since turned his dissertation into a book, Film Noir and the Possibilities of Hollywood, published by Palgrave Macmillan in 2020. For more information, please email Dr. Deyo at  [email protected] .

"The main reason for me to join a writing group was because it forced me to concentrate on making some progress with my writing project, made me stay off my cellphone, and pushed me to try to remain as focused as possible on the task and goals I promised myself I’d accomplish during the session. I enjoy the writing groups because I have a lot of unstructured time since I’m at the latter end of my Ph.D. program." - Oshea Johnson, Ph.D. student in Sociology

Read our full interview with Oshea on how writing groups have helped him stay focused and be productive. 

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