In what is typically a long and issolating process, everyone left with a sense of accomplishment and relief.
Any graduate student can tell you writing a thesis or dissertation is a long and often isolating process. However, on February 17, 18, 19, 2026, during Winter Term Break, a group of graduate students found clarity and connection during a virtual writing retreat co-hosted by the Faculty of Graduate and Postdoctoral Studies (FGPS) and Academic Learning Centre (ALC). The three-day virtual retreat offered a supportive space for students to focus on sustained writing in a group setting.
Each day began with a round of check-ins, followed by a series 25-minute writing sessions, breaks, and reflective discussions. Academic Learning Centre workshop coordinator Charlotte Moore facilitated the event, offering insights into various writing strategies and tips for developing writing routines. As one participant noted, “The real value was in developing more sustainable writing habits.”
A group favourite was the idea of a writing ritual to signify the start and end of the day’s writing. At the beginning of each three-hour session, Charlotte lit a candle, then blew it out at the end of the day. She explained that setting up a writing ritual—whatever it looks like—teaches the brain when it’s time to tune in and focus, as well as when it’s time to turn off.
In addition to creating a writing ritual, Charlotte emphasized the importance of psychological spaces. “You need to create an environment where your body knows what to do when it gets into that environment,” she explained, then gave the example of working on your writing while in bed, which has multiple downsides. “First, your brain might decide it’s time to sleep when you’re working on your dissertation, which is not what you want. Worse, your brain might start associating the bed with your dissertation, which will mean your brain is active when you should be sleeping.” Instead, Charlotte encouraged participants to create an environment that informed your brain when it was time to start—and stop—working.
Participants also recognized the importance of rest for long-term, sustainable writing practices. As Charlotte explained, “Writing a thesis or dissertation is a marathon, not a sprint.” One participant then reflected on how she learned “not to push too hard one day, so I’m not tired and unproductive the next day.”
Participants also highlighted how the retreat helped them release perfectionistic tendencies common among graduate students. Instead of focusing on a finished product, the retreat encouraged participants to treat their drafts as works in process rather than polished pieces. This focus on process was front-and-center for the 25-minute writing sessions. One participant explained, “At first, I rushed through the end of the timed writing session so I was finished when the timer went off. However, I got more comfortable with walking away from my work even if it’s unfinished.” Releasing perfectionism also applies beyond writing. One participant remarked, “I think I’m going to be more open to meeting with my supervisor, too. I don’t have to have everything perfect before I meet with her.”
This concept of leaving work “unfinished” was accentuated by the use of what the Academic Learning Centre refers to as a “jagged edge” or “parking on the downhill slope.” At the end of each day, participants spent a few minutes writing down their accomplishments for the day, as well as next steps for getting started the next day. This jagged edge allows the next writing session to begin with purpose rather than procrastination. Participants responded very positively to this strategy. “The jagged edge has changed how I approach my work,” said one participant. “Usually, I sit down at my desk and spend so much time going through my notes trying to figure out where to get started. With the jagged edge, I can jump right into writing.”
By the retreat’s end, the virtual room filled with a sense of accomplishment and shared relief. During the final reflection round, participants expressed both gratitude and surprise at how rejuvenating the experience had been. As one participant stated, “The retreat was only three days, but the insights I gained will help long after the Zoom window closes!”
FGPS and the Academic Learning Centre are keen and committed partners in supporting UM graduate students on their academic journeys, including retreats such as this, as well as workshops and one-to-one tutoring. Learn more about graduate student workshops and about tutoring for graduate students.
The next writing retreat is scheduled for April 27 - 29, 2026, in-person on the Bannatyne campus. Keep an eye out on the Academic Learning Centre website for further details.
You can also register for the “Get Ready to Write!” workshop on Thursday, March 26, from 4 to 5 p.m. in Drake Centre, Room 106. This one-hour workshop is designed to discuss writing strategies for the retreat, as well as help completing the application.
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