Course PhD Writing Retreat

Course description

This PhD course consists of two elements: 1) a writing retreat offering PhD students time for writing in the peaceful surroundings of Sandbjerg Estate, and 2) a series of workshops that will introduce the PhD students to the dissertation genre, format and assessment criteria, to a variety of writing strategies and techniques, and to peer reviewing, peer feedback methods, and peer groups as a support strategy.

Prior to the PhD course, the PhD students must submit a draft of a section/chapter/article for their dissertation that they intend to work on at the Sandbjerg Estate (10-25 pages). As part of the PhD course, they will receive feedback on this draft from their peers, just as one of the PhD programme directors will be available for open consultations. As a final activity, the PhD students will evaluate not only the PhD course but their own writing processes to strengthen their future writing strategies and techniques.

The three PhD programme directors at the School of Culture and Society (CAS), Aarhus University, will organise and teach the PhD course on alternating days. We expect participants to represent different disciplines from within CAS. When setting up the groups for feedback, we will do our best to make appropriate and fruitful matches, so that historians, anthropologists, philosophers etc. will be grouped with PhD students from their own or closely related disciplines. At the same time, we hope to facilitate cross-disciplinary meetings during workshops and social events.

Aim/Learning outcomes

• The aim is to strengthen the writing strategies and techniques of the PhD students
• Learning outcomes will include insights into the dissertation genre, formats, and assessment criteria relevant to writing practices as well as practical knowledge of peer reviewing, feedback, and support

Requirements for participation

• PhD students must be enrolled at one of the PhD Programmes at the School of Culture and Society, Aarhus University
• PhD students must by 15 March send the draft section/chapter/article (10-25 pages) that they intend to work on during the writing retreat to Marianne Schleicher at ms@cas.au.dk

Target group/Participants

• All PhD students enrolled at one of the PhD Programmes at the School of Culture and Society, Aarhus University are qualified to participate

Workload

• Course/ teaching hours: 35 hours (over five days)
• Preparation hours: 15 hours of reading and 35 hours of writing
• Written assignments etc.: 5 lines by 22 January, and 10-25 pages by 15 March

Language 

• English

Lecturers

• Marianne Schleicher, Associate Professor, Study of Religion, CAS, AU
• Jakob Engberg, Associate Professor, Theology, CAS, AU
• Jeppe Büchert Netterstrøm, Associate Professor, History, CAS, AU

Literature

• Golding, Clinton, Sharon Sharmini & Ayelet Lazarovitch: “What Examiners Do: What Thesis Students Should Know”, Assessment & Evaluation in Higher Education (2013) 39:5, 563-576 (https://doi.org/10.1080/02602938.2013.859230 )
• Chetcuti, Deborah, Joseph Cacciottolo & Nicholas Vella: “What Do Examiners Look for in a PhD Thesis? Explicit and Implicit Criteria Used by Examiners Across Disciplines”, Assessment & Evaluation in Higher Education (2022) 47:8, 1358-1373 (https://doi.org/10.1080/02602938.2022.2048293 )
• Skov, Signe: “Ph.D. by Publication or Monograph Thesis? Supervisors and Candidates Negotiating the Purpose of the Thesis when Choosing Between Formats”. In eds. Badenhorst, Cecile, Brittany Amell, & James Burford: Reimagining Doctoral Writing. Louisville: University Press of Colorado 2021: 71-86 (https://doi.org/10.37514/INT-B.2021.1343.2.03 )
• Nygaard, Lynn P. & Kristin Solli: Strategies for Writing a Thesis by Publication in the Social Sciences and Humanities. London: Routledge 2020: 20-42 (https://doi-org.ez.statsbiblioteket.dk/10.4324/9780429261671)
• Calle-Arango, Lina & Natalia Ávila Reyes: “Obstacles, Facilitators, and Needs in Doctoral Writing: A Systematic Review”, Studies in Continuing Education (2022) 45:2, 133-151 (https://doi.org/10.1080/0158037X.2022.2026315 )
• Cameron, Jenny, Karen Nairn & Jane Higgins: “Demystifying Academic Writing: Reflections on Emotions, Know-How and Academic Identity”, Journal of Geography in Higher Education (2009) 33:2, 269-284 (https://doi.org/10.1080/03098260902734943 )
• Donnally, Roisin, Ita Kennelly & Claire McAvinia: “A Multimodal Framework for Supporting Academic Writers’ Perspectives, Practices and Performance”, Teaching in Higher Education – Critical Perspectives (2022) 29:4, 936-952 (https://doi.org/10.1080/13562517.2022.2048365 )
• Chakraborty, Deya, Ali Soyoof, Mehdi Moharami, Ade Dwi Utami, Shaoru Zeng, Ngo Cong-Lem, Danielle Hradsky, Jacky-Lou Maestre, Elham M. Foomani & Lynette Pretorius: “Feedback as a Space for Academic Social Practice in Doctoral Writing Groups”, Educational and Developmental Psychologist (2021) 38:2, 238-248 (https://doi.org/10.1080/20590776.2021.1972764 )
• Hall, Lucy & Paula Villegas: “‘We are All in This Together’ – The Role of Collaborative Writing Sessions in Developing Doctoral Candidates’ Confidence to Engage in the Academic Publication Process”. In eds. Lemon, Narelle, Aaron Bolzle, Malaika Santa Cruz, Rennie Saunders: Fostering Wellbeing through Collective Writing Practices – Shut Up & Write! in Higher Education Settings. London: Routledge 2025: 126-133 (http://dx.doi.org/10.4324/9781003633327-18 )

Venue

• Sandbjerg Gods

Course dates:

• 23 March 2026 11:00 - 00:00
• 24 March 2026
• 25 March 2026
• 26 March 2026
• 27 March 2026 00:00 - 11:00