In recent years, increasing attention has been paid in research on English for Academic Purposes, Writing Across the Curriculum, as well as Academic Literacies, to supporting dissertation writing and related publishing.
Experience in various contexts (Aitchison, 2003; Aitchison & Guerin, 2014; Murray/Moore, 2006; Rollinson, 2004) has shown that writers’ groups are an effective method for receiving constructive feedback on the readability and effectiveness of texts for both native and non-native writers of English in various contexts.