PLAYING WITH THEORY IN GRADUATE WRITING GROUPS

Much scholarship about supporting graduate student writers focuses on using writing groups (e.g., Aitchison and Lee 2006; Garcia, hee Eum, and Watt 2013; Parker 2009) and/or learning communities (e.g., Kiley 2009; McKenna 2016) to produce graduate-level writing. There is also often a focus on facilitating language learning for academic writing in English (e.g., Rafoth 2015; Swales and Feak 1994; Tardy 2009). A smaller segment focuses on graduate students’ need to be aware of very discipline-specific genres (e.g., Delyser 2003; Sundstrom 2014). What we address here is a guided approach to a specific writing problem—how graduate students learn to use