**2.2 Theoretical literature**

Underpinning this investigation is the Conceptual Map of the relationships between retreat outcomes and key themes [21]. This analysis is where research writing attributes are presented, thereby supporting writing retreat approaches as they enhance publication throughput percentages [22, 23]. In his conceptual map [21] distinguishes five key elements necessary for organised and professional publication output.

As identified in the figure below, the stated five elements envisage (**Figure 1**):


**Figure 1.** *Conceptual map of the relationships between retreat outcomes and key themes [21].*

*Perspective Chapter: Writing Retreat – A Trajectory towards Academic Language Enhancement DOI: http://dx.doi.org/10.5772/intechopen.109683*


For a grounded approach to academic writing retreats, these five elements are considered as core towards attaining the intended publication throughput, together with improvement in academic language used during dissertation and thesis writing by Honours' and Masters' students [24]. Be that as it may, as graduate students are novice in the field of authorship, they still experience paraphrasing encounters when expected to write academic texts [25]. This therefore implies that consistent writing retreats have to be organised as a remedy to tackle and overcome such existing challenges. Success for the arranged academic writing retreats solely depends on protecting both time and space concurrently for writing, assigning numerous days consecutively and also intensifying continual writing periods [26]. When these basics are highly considered during periods scheduled for academic writing retreat, authors would have obtained assuring prospects for effective and efficient scientific production [27]. Consequently, to ease the pain and frustration of isolation during dissertation writing, there is an urgent need for postgraduate students to be taken through all the five stages as proposed [28].
