Writing Retreat: Writing as a Community of Practice
*Pre-registration for this event is required and space is limited. You can sign up when you register for the Earth Educators' Rendezvous.
The design of this retreat uses Lave and Wenger's (1991) community of practice theory to create a structured retreat for sustained writing. Participants will engage in dedicated writing time with the purpose of progressing with writing projects in a supportive and collegial environment. The writing retreat will provide participants with a distraction free setting to write and the opportunity to speak to and seek feedback from other writers. Participants should arrive with a writing project in mind and a strong desire to significantly move the project forward within the time allotted by the retreat.
The writing retreat is structured following the example described by Rowan and Murray (2009)1 and benefits from lessons learned following a piloted retreat held in 2019.
This retreat will take place online, via Zoom (unless otherwise noted). Participants will be sent links to the Zoom room prior to the retreat start.
Session Connection Info
This event has already taken place.
All writers are invited. Typical projects might include book chapters, journal articles, research proposals, and reports; however, any writing project is welcome. You only need to have a desire to progress your writing in a supportive, collegial environment.
- To provide a structure for a collective writing experience that promotes focused goal setting and writing persistence
- To enrich and support a writer identity
- To establish a community of practice in which individuals learn through participation
- To support and seek feedback from other writers
The three-day "morning" retreat will be generally structured as (all times in EASTERN time zone):
11:00 – 11:15 AM Introductions, writing warm-up, goal-setting, planning
11:15 – 12:30 Writing
12:30 – 12:45 Break and review
12:45 – 1:45 Writing
1:45 – 2:00 Wrap up
1Murray, R., & Newton, M. (2009). Writing retreat as structured intervention: margin or mainstream? Higher Education Research & Development, 28(5), 541-553.