Postgraduate writing groups: Students' experiences

This article analyzes writing groups as pedagogical devices born from the needs faced by graduate students enrolled in different Argentine universities who arc required but not taught the specific uses of research writing. These groups help facing the blank page syndrome by opening a space where to share drafts and understand writing as an intellectual practice needed to advance with doctoral education. Additionally, they allow learning academic writing in a situated manner mediated by peer interactions that allow students to better manage writing time, revision strategies and acquiring the unsaid rules necessary to play the academic writing games. In short, writing groups allow dissipating loneliness feelings often associated with research writing and, thus, open opportunities to collaborative learning and feedback literacy practices.