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This requirement raises the question of how institutions can best support a sustainable academic writing culture, which is needed to challenge the assumption that all academics know how to write for publication. This case study examines two models used in a Faculty of Education to support writing groups for academic staff. From the analysis of reflective journals, interviews, and field notes, we identified four factors that influence the success of writing groups, as well as six conditions that support the development of sustainable academic writing. We have learned from the study that the success of a writing group is predicated on a collaborative practice that blends relational, communal, and institutional forms of sustainability in a purposeful, engaged, and reflexive way.  \nRésumé  \nDans la sphère contemporaine des études supérieures, on demande de plus en plus aux académiciens d’être publiés. Cela soulève la question sur la façon dont s’y prennent les institutions pour soutenir efficacement une culture d’écrits académiques durables. Un tel soutien est nécessaire pour contester la présomption selon laquelle tous les académiciens saventsuffisamment bien écrire pour être publiés. Cette étude de cas se penche sur deux modèles utilisés dans une Faculté de l’éducation afin de soutenir des groupes de rédaction pour le personnel universitaire. Au moyen d’analyses de revues scientifiques, d’entrevues et de notes de terrain, nous avons relevé quatre facteurs qui influencent le succès de ces groupes de rédaction. Nous avons également relevé six conditions qui soutiennent la rédaction d’écrits  \nCJHE / RCES Volume 46, No. 4, 2016  \nExamining Success and Sustainability of Academic Writing/ K. Olszewska & J. Lock 133  \nacadémiques durables. Cette étude nous a appris que le succès d’un groupede rédaction est directement lié à une approche collaborative combinantdes aspects relationnels, communautaires et institutionnels dans un cadre engagé, efficace et réfléchi.  \nIntroduction  \nWriting groups can be an integral, if informal, part of academic development practices. The history of writing groups in academia, from student-led groups in the 18th century to feminist writing groups in the 1980s, indicates that writing groups are formed not only as a response to social and cultural needs but also respond to the practical needs of their participants (Ruggles Gere, 1987) . The writing groups through the centuries were partly guided by a political agenda, but they also served many developmental functions in both individual and communal academic contexts. Currently, as higher educational institutions strive to advance in national and international rankings among research-intensive universities, the need for support of faculty members in their academic writing is particularly pressing.  \nThe purpose of this paper is twofold. First, it explores writing-group models that support academics in developing their capacity to publish. Second, through a study of the two writing-group models, we examine conditions that contribute to the success and sustainability of academic writing groups. A review of the literature, along with data from participants in the study, provides a cultural context to the practice of writing groups, and identifies factors that influence their success and the conditions required to sustain them. Implications for academic writing development are examined in terms of relational, communal, and institutional forms of sustainability.  \nCurrent Practices: Lessons Learned from the Literature  \nOne of the many misleading assumpti","cbCaih196ZWF4xoX","https://ap.wps.com/l/cbCaih196ZWF4xoX","pdf",201429,14,"English","# Introduction\n# Current Practices: Lessons Learned from the Literature\n# Examining Success and Sustainability of Academic Writing: A Case Study of Two Writing-Group Models","[{\"question\":\"What problem does the paper address about academic publishing?\",\"answer\":\"It addresses the growing institutional pressure for publication output and the concern that not all academics know how to write for publication effectively. It examines how institutions can support a sustainable writing culture.\"},{\"question\":\"What data sources were used in the case study?\",\"answer\":\"The study uses analyses of reflective journals, interviews, and field notes from participants involved with two writing-group models.\"},{\"question\":\"What did the researchers identify as key to writing-group success?\",\"answer\":\"They identified four factors influencing writing-group success and six conditions that support sustainable academic writing. The paper concludes that success depends on a collaborative practice combining relational, communal, and institutional sustainability.\"}]","Examining Success and Sustainability of Academic Writing - A Case Study of Two Writing-Group Models | PDF",1792083558,35]