**2. Literature review**

#### **2.1 Empirical literature**

#### *2.1.1 Writing retreat as a supporting aid for postgraduate students*

Compiling written text and paraphrasing for an audience of academics is no mean task as this group of people critically interrogate whatever text they come across, with a critical eye and own justifications besides those outlined by the author/s of the manuscript. Further than that, academic writing is classically characterised by technical aspects, effective writing logistics and academic language [6]. Through academic writing aspects, not only limited to the listed ones, a scholar also needs to be conversant enough when undertaking whatever form of scholarly writing, either a manuscript or dissertation or thesis [7]. As authors experience some individual hindrances and diverse challenging factors when engaging on academic writing, writing retreats with their pedagogies have since been noted to be remedial necessities [8]. For enhanced academic writing and language skills, there seems to be a dire need for consistent organisation of academic writing retreats to empower and benefit the supervised and supervisors. Engaging in this practice has a likely wood to empower university students towards enhanced academic language indulgences.

In line with enhanced academic language, it is alleged that some models on Academic Literacies (AL) are recommended for use as they have a feature to arouse development of students' writing yet addressing language as a barrier to excelled academic writing [9]. As students at tertiary institutions of higher learning engage in platforms such as AL's collaborations and academic writing retreats, confidence is boosted, as indicated by respective teachers when reverting to students for feedback [10]. This corresponds with one of the supervisors reported in literature that after students were referred for capacitation at the Academic Writing Centres (AWC's),

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

as they were expected to re-submit previously submitted texts, improvement was recognised in academic language enhancement more so because of paraphrasing the given texts. It is for this reason that research suggests and recommends consistent and ongoing research writing retreats as significant benefactors to all recipients involved in research-related writing activities. Embarking on this type of activity is not only seen as remedial for university students but cuts across as a community-based academic pedagogical activity for either undergraduate, postgraduate, novices and seasoned scholars in the field of research. It is therefore essential that all scholars in academia be timeously provided with sustenance for sharpened research and authorship abilities [2].

### *2.1.2 A prospective solution of bringing together a community for related research fields*

Through academic writing retreats, students with relating research fields collaboratively engage to work as a team, thus breaking isolation challenges [11, 12]. A great deal of students is faced with frustrations of locking themselves in their little corners when expected to write their dissertations, yet research writing is an exercise that requires collaborative teamwork. This helps to brainstorm and share ideas with scholars within the same field of study. This is the platform that allows a quiet space without disruptions from either home or workplace surroundings [13].

Accordingly, these are spaces with exquisite approaches that open door for discussion forums to further reconnoitre socio-professional prospects not only limited to individual proficiency fields. As the notion of isolation is cut off and broken into thin lines in between diverse students from varying programmes enrolled for, there is exposure to share academic writing objectives, common challenges and fruitful experiences [14]. As collaborations and exchanging own thoughts about one's work constantly take place within students as peers, within supervisees and their supervisors, within mentors and mentees, the ultimate goal is strengthened cohesion between dissertation/thesis writers.

Henceforth, as writing retreats seem to have become a potential solution, throughput rate for students graduating has been improved as compared with previous instances when such events were not organised for the cohort of postgraduate students [15]. In line with this statement, allocated supervisors also resonate that students who attended writing retreats perform better in academic language enhancement. Be that as it may, the question remains on whether taking students to only one writing retreat throughout the entire academic year is sufficient or not. This chapter raises such a concern on noting that although writing retreats are organised just once yearly, there are still reported cases of students who resort to dropping out when held up in challenges of being unable to write into completion their dissertation as the system only allows a specified number of academic years for students to be registered for a particular programme [16].

Research therefore articulates and recognises production of academic writing. This is made evident by students who attended academic writing retreat as they accord prospects of improved academic language enhancement, time management, self-discipline and improved personal schedule on intended time frames for attaining their expected writing objectives [7, 17, 18]. Another overwhelming report is one research finding that was reported. Writing retreat imperatives indicated huge number of hours spent specifically on writing, yet considering logistics of reduced isolation, continued student support and attainment of realistic personal targets [19, 20].
