Writing Confidence and Capability


The expectation to create written publishable work as an academic credential can seem a burdensome imperative rather than a fulfilling activity. A writing group community enables academics (teachers and researchers) to revisit the joy of writing and to develop their writing repertoire and writer’s voice. This article captures the experience of writing group participants in a UK widening participation university. This writing group and its associated model is deconstructed and evaluated, to assess impact on confidence for writing and development of academic identity, allowing for useful recommendations and practical applications.