GRASP
The benefits of writing retreats
October 7th, 2025, by
With the November Thesis Bootcamp just around the corner, it’s a good time to reflect on the benefits of focussed writing retreats for HDR students.
Before we look at why they are helpful (and thus why you should consider come along to some of the Library’s writing retreat events), let’s outline what they are.
What are intensive writing retreats?
Intensive writing retreats are events where research students work quietly on their research alongside their peers in the same space (either in person or online). The focus is often on writing significant parts of their thesis, or tackling time-consuming tasks like coding, cleaning data, or responding to reviewer’s feedback. Programs offered in universities vary in the way they are run and the length of time they go for. Curtin Library runs 3 day retreats (Thesis Bootcamp), one day retreats (Thesis Blast), and 2-hour daily Shut Up and Work sessions, all of which consist of structured timed writing sessions punctuated by breaks, with accountability measures in place such as progress tracking and sharing goals and progress.
What are the benefits?
One of the most well-established results from research conducted on intensive writing retreats is increased productivity. That’s good to know but not surprising, particularly as the purpose of the retreat is ostensibly to get a lot of work done.
However, a less researched aspect, but one of emerging interest in recent years, concerns the wellbeing of students. It seems that intensive writing retreats are very beneficial for your mental health (and not just because you have finally produced something half decent enough to show your supervisor!).
Some of the wellbeing benefits that have emerged from the research are:
- a sense of collegiality, social contact and community belonging
- a stronger sense of self-identity as a researcher/writer
- increased confidence and enjoyment of writing
- development of metacognitive skills such as self-regulation and self-efficacy
Several of the studies also noted some of the limitations of writing retreats. Students often find it difficult to sustain or maintain regular writing habits after the retreat ends, however the benefits tend to last longer if attendance at writing retreats is frequent and regular.
Why come along?
As an HDR student, you are are probably balancing many responsibilities while juggling work, family and social commitments around your study, so setting aside the time to work on your thesis can be a real challenge. Committing to attending a writing retreat can help you make the time and space for it, and motivate you to ‘show up’ for your research.
Intensive writing retreats may not be for you (they aren’t for everyone) but for many students they are a life-saver in helping them not only make significant progress on their thesis, but feel better in themselves. If you think you could benefit, why not give it a go? More information on our upcoming writing retreats is on the GRASP website.
List of research articles
If you are interested in taking a look the research used to help write this post, here is a list.
Maldonado, L. G., Dolfi, J. J., Bartlett, I. I., & Bartlett, M. E. (2021). Forward momentum: Providing supportive space for EdD students’ dissertation progression through weekly online writing sessions. Impacting Education, 6(3), 13–20. https://doi.org/10.5195/ie.2021.186
Papen, U., & Thériault, V. (2018). Writing retreats as a milestone in the development of PhD students’ sense of self as academic writers. Studies in Continuing Education, 40(2), 166–180. https://doi.org/10.1080/0158037X.2017.1396973
Quynn, K., & Stewart, C. (2021). Sustainable writing for graduate students: Writing retreats offer vital support. Journal of Further and Higher Education, 45(10), 1385–1397. https://doi.org/10.1080/0309877X.2021.1875200
Stevenson, N. (2021). Developing academic wellbeing through writing retreats. Journal of Further and Higher Education, 45(6), 717–729. https://doi.org/10.1080/0309877X.2020.1812549
Vincent, C., Tremblay-Wragg ,Émilie, Déri ,Catherine E., & and Mathieu-Chartier, S. (2023). A multi-phase mixed-method study defining dissertation writing enjoyment and comparing PhD students writing in the company of others to those writing alone. Higher Education Research & Development, 42(4), 1016–1031. https://doi.org/10.1080/07294360.2022.2120854
Zimmer, W. K., Chang, C.-N., Semma, B. M., & Fowler, D. (2022). Developing Graduate Writing Habits and Skills: Establishing Writing Sessions with STEM Graduate Students. College Teaching, 70(2), 133–144. https://doi.org/10.1080/87567555.2021.1909524
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