Retreats
Online 1-day Writing Retreat
Facilitated by Rowena Murray
This writing retreat uses the ‘typing pool’ model, meaning we all write at the same time, for fixed time slots, using goal-setting and peer and self-monitoring for our individual writing projects. We discuss our writing goals at the start and end of the day for 10 minutes. Almost all the retreat time is writing time.
Email me to commission/register: r.e.g.murray@btinternet.com.
Programme
8.55am Zoom login:
9.00-9.30 Introductions and writing warm up – setting writing goals for today
9.30-11.00 Writing
11.00-11.30 Break
11.30-12.30 Writing
12.30-1.30 Lunch
1.30-3.00 Writing
3.00-3.30 Break
3.30-4.30 Writing
4.30-4.45 Taking stock and planning next steps
Prepare for retreat:
- Choose a writing project to work on – article, chapter, grant etc.
- Do reading and research on your target journal/publisher/funder/criteria and your topic.
- Pre-retreat reading: Murray, R. and Newton, M. (2009) Writing retreat as structured intervention: Margin or mainstream?, Higher Education Research and Development, 28(5): 541-53.
After retreat:
Murray R (2015) Writing in Social Spaces: A Social Processes Approach to Academic Writing. London: Routledge.
Murray, R (2012) It’s not a hobby: Reconceptualizing the place of writing in academic work, Higher Education, 66(1): 79-91.
Online 2-day Writing Retreat with Rowena Murray
Briefing Note
This is dedicated writing time in a supportive, non-surveillance environment: most of the time for writing, all of us writing at the same time. Please read Murray and Newton (2009) before the retreat, so you know what to expect. Brief scheduled discussions between writing slots generate solutions to writing problems, research conversations and/or feedback on writing-in-progress. See anchorage-education.co.uk for details.
People work on their writing projects: chapters, books, reports, PhDs, conference abstracts, AHE Fellowships, articles, research proposals, fiction or other non-fiction. Retreat outcomes include increased productivity, reduced stress, constructive conversations, confidence in writing, quality of writing and cross-disciplinary talk. For these reasons, regular retreats or writing groups are recommended (see refs below), and/or the benefits of Structured Writing Retreats can be consolidated by writing groups, workshops and micro-groups in many other settings and groupings.
This retreat will be facilitated by Rowena Murray, working for Anchorage Educational Services. Email me to commission/register: r.e.g.murray@btinternet.com.
Retreat works best when you
- Focus exclusively on writing.
- Agree not to use internet during writing timeslots.
- Discuss your writing-in-progress –> mutual peer support.
- Define and discuss content and structure for writing sub-goals.
- Take stock of your achievements of these goals throughout the programme.
- Set specific goals and sub-goals, i.e. sections of paper/chapter, number of words.
Before you go to retreat
- Read Murray and Newton (2009) article – available at anchorage-eduation.co.uk.
- Decide on a writing project. Do reading and other preparation.
- Review retreat timings: plan writing tasks for timeslots in each day.
- Collect notes and plans. Outline the structure of your paper/chapter.
Online Structured Writing Retreat Programme
8.45am
Zoom login ID , PW & introductions
9-9.30
Planning & writing warm up
9.30-11
Writing
11-11.30
Break
11.30-12.30
Writing
12.30-2
Time to be active 12.30-1.15 + lunch 1.15-2
2-3.30
Writing
3.30-4
Break
4-5.30
Writing
9am
Zoom login (same numbers as yesterday – see above)
9.15-9.30
Planning discussion
9.30-11
Writing
11-11.30
Break
11.30-12.30
Writing
12.30-2
Time to be active 12.30-1.15 + lunch 1.15-2
2-3.30
Writing
3.30-4.30
Break, taking stock, outputs, feedback, next moves
References: Evidence of outputs and outcomes
Murray R (2015) Writing in Social Spaces: A Social Processes Approach to Academic Writing. London: Routledge.
Murray, R (2012) It’s not a hobby: Reconceptualizing the place of writing in academic work, Higher Education, 66(1): 79-91.
MacLeod I, Steckley L & Murray R (2011) Time is not enough: Promoting strategic engagement with writing for publication, Studies in Higher Education, 37(5): 641-54.
Murray R & Newton M (2009) Writing retreat as structured intervention: Margin or mainstream?, Higher Education Research and Development, 28(5): 527-39.
Murray R (2020) Writing for Academic Journals, 4th edition. Maidenhead: Open University Press-McGraw-Hill.
Online 3-day Writing Retreat
Briefing Note
This is dedicated writing time in a supportive, non-surveillance environment: most of the time for writing, all of us writing at the same time. Please read Murray and Newton (2009) before the retreat, so you know what to expect. Brief scheduled discussions between writing slots generate solutions to writing problems, research conversations and/or feedback on writing-in-progress. See anchorage-education.co.uk for details.
People work on their writing projects: chapters, books, reports, PhDs, conference abstracts, AHE Fellowships, articles, research proposals, fiction or other non-fiction. Retreat outcomes include increased productivity, reduced stress, constructive conversations, confidence in writing, quality of writing and cross-disciplinary talk. For these reasons, regular retreats or writing groups are recommended (see refs below), and/or the benefits of Structured Writing Retreats can be consolidated by writing groups, workshops and micro-groups in many other settings and groupings.
This retreat will be facilitated by Rowena Murray, working for Anchorage Educational Services. Email me to commission/register r.e.g.murray@btinternet.com.
Retreat works best when you
- Focus exclusively on writing.
- Agree not to use internet during writing timeslots.
- Discuss your writing-in-progress –> mutual peer support.
- Define and discuss content and structure for writing sub-goals.
- Take stock of your achievements of these goals throughout the programme.
- Set specific goals and sub-goals, i.e. sections of paper/chapter, number of words.
Before you go to retreat
- Read Murray and Newton (2009) article – available at anchorage-eduation.co.uk.
- Decide on a writing project. Do reading and other preparation.
- Review retreat timings: plan writing tasks for timeslots in each day.
- Collect notes and plans. Outline the structure of your paper/chapter.
Structured Writing Retreat Programme
Day 1
5-5.30
Introductions, writing warm up, setting writing goals
5.30-6.30
Writing
Day 2
9.15-9.30
Planning discussion
9.30-11
Writing
11-11.30
Break
11.30-12.30
Writing
12.30-2
Activity 12.30-1.15: walk/run/bike – you choose + lunch 1.15-2
2-3.30
Writing
3.30-4
Break
4-5.30
Writing
5.30-5.45
Taking stock & planning next writing goals
Day 3
9.15-9.30
Planning discussion
9.30-11
Writing
11-11.30
Break
11.30-12.30
Writing
12.30-2
Activity 12.30-1.15: walk/run/bike – you choose + lunch 1.15-2
2-3.30
Writing
3.30-4
Break, taking stock, outputs, feedback, next moves
References: Evidence of outputs and outcomes
Murray R (2015) Writing in Social Spaces: A Social Processes Approach to Academic Writing. London: Routledge.
Murray, R (2012) It’s not a hobby: Reconceptualizing the place of writing in academic work, Higher Education, 66(1): 79-91.
MacLeod I, Steckley L & Murray R (2011) Time is not enough: Promoting strategic engagement with writing for publication, Studies in Higher Education, 37(5): 641-54.
Moore S, Murphy M & Murray R (2010) Increasing academic output and supporting equality of career opportunity in universities: Can writers’ retreats play a role?, Journal of Faculty Development, 24(3): 21-30.
Murray R (2011) Developing a community of research practice, British Educational Research Journal, 38(5): 783-800.
Murray R & Newton M (2009) Writing retreat as structured intervention: Margin or mainstream?, Higher Education Research and Development, 28(5): 527-39.
Murray R (2020) Writing for Academic Journals, 4th edition. Maidenhead: Open University Press-McGraw-Hill.
Residential Writing Retreat with Rowena Murray
The retreat starts on Wednesday at 5pm, ending Friday at 4.30pm. Venue to be confirmed, in the Trossachs area, about 1 hour from Glasgow. If you haven’t attended a structured writing retreat before, the Murray and Newton (2009) article seems to work well as an introduction. At this retreat you can work on any writing project: chapter, book, report, PhD, conference abstract, AHE Fellowship, article, research proposal, grant, fiction or other non-fiction. Cost is £295 (covers all costs, no VAT).
Email me to register: r.e.g.murray@btinternet.com
Retreat works best when you
- Focus exclusively on writing.
- Agree not to use internet in the writing room.
- Discuss your writing-in-progress –> mutual peer support.
- Define and discuss content and structure for writing sub-goals.
- Take stock of your achievements of these goals throughout the programme.
- Set specific goals and sub-goals, i.e. sections of paper/chapter, number of words.
Before you go to retreat
- Read Murray and Newton (2009) article – available at anchorage-eduation.co.uk.
- Decide on a writing project. Do reading and other preparation.
- Review retreat timings: plan writing tasks for timeslots in each day.
- Collect notes and plans. Outline the structure of your paper/chapter.
- Mobile signal may be poor. See landline numbers above. Cash machines nearby.
Structured Writing Retreat Programme
Day 1
4/4.30
Arrive retreat venue – tea, coffee, snack
5-5.30
Introductions, writing warm up, setting writing goals
5.30-6.30
Writing
7.30
Dinner
Day 2
8.15
Breakfast
9.15-9.30
Planning discussion
9.30-11
Writing
11-11.30
Break
11.30-12.30
Writing
12.30-2
Activity 12.30-1 (e.g. walk) + lunch 1-2
2-3.30
Writing
3.30-4
Break
4-5.30
Writing
5.30-5.45
Taking stock & planning next writing goals
7.30
Dinner
Day 3
8.15
Breakfast
9.15-9.30
Planning discussion
9.30-11
Writing
11-11.30
Break
11.30-12.30
Writing
12.30-2
Activity 12.30-1 (e.g. walk) + lunch at coffee shop 1-2
2-3.30
Writing
3.30-4
Break, taking stock, outputs, feedback, next moves
What to bring to writing retreats
Laptop, power cable, extension lead, memory stick, printer, notes, outlines, ‘model’ paper, data, workout/walking gear, boots, waterproofs, hat, scarf, gloves.
What to bring to the first session, 5-6.30pm
Arrive at venue 4-4.30pm. Be in writing room at 4.30 for tea/coffee/snack, laptop set up, introductions, writing warm up, goal setting + 1 hour of writing.
References: Evidence of outputs and outcomes
Murray R (2015) Writing in Social Spaces: A Social Processes Approach to Academic Writing. London: Routledge.
Murray, R (2012) It’s not a hobby: Reconceptualizing the place of writing in academic work, Higher Education, 66(1): 79-91.
MacLeod I, Steckley L & Murray R (2011) Time is not enough: Promoting strategic engagement with writing for publication, Studies in Higher Education, 37(5): 641-54.
Moore S, Murphy M & Murray R (2010) Increasing academic output and supporting equality of career opportunity in universities: Can writers’ retreats play a role?, Journal of Faculty Development, 24(3): 21-30.
Murray R (2011) Developing a community of research practice, British Educational Research Journal, 38(5): 783-800.
Murray R & Newton M (2009) Writing retreat as structured intervention: Margin or mainstream?, Higher Education Research and Development, 28(5): 527-39.
Murray R (2020) Writing for Academic Journals, 4th edition. Maidenhead: Open University Press-McGraw-Hill.