A shared cabin in the woods: The presence and presents of writing in residential academic writing retreats

Abstract

In this paper, we investigated a model of academic development based upon a recurring residential academic writing retreat combining individual writing times, workshops, work-in-progress groups and one-on-one consultations with shared meals and informal gatherings in a natural environment. Using a case study research approach, we analysed data accumulated from seven annual residential writing retreats for education scholars. Participants included 39 academics, administrative staff, senior doctoral students and community partners from multiple institutions. We found evidence that the retreats enhanced participants’ knowledge of writing and publishing processes, advanced their academic careers, built scholarly capacity at their institutions and strengthened writing pedagogy. The data indicated that the presence of writing and writers at the residential academic writing retreats generated presents (i.e., gifts) for the participants. The presence of writing time, writing goals and writing activities in the company of other writers were key to the retreat pedagogy. Participants appreciated gifts of time and physical space and described giving and receiving peer feedback and emotional support as forms of gift exchange within the community. The resulting writing strategies, competencies and identities provided the gift of sustainability. The analysis confirmed that this ongoing, immersive, cross-institutional, cross-rank, institutionally funded model of academic development was effective and responsive to the needs of individual scholars.