Enhancing academic writing confidence and productivity: The impact of TUS WEWRITE!

Abstract

Effective scholarly writing is essential for academic success, yet it often presents challenges, including feelings of isolation and imposter syndrome. These challenges can lead to avoidance and procrastination, impeding progress in graduate studies and publications. In response to these common struggles, a virtual writing community called TUS WEWRITE! was piloted for twenty master's and PhD students and research-active faculty and administrative staff at the Technological University of the Shannon (TUS) Midlands Midwest in Ireland. This article reflects on the pilot, its impact on participants and potential future iterations of the programme.