Abstract
Leaders in higher education increasingly recognize that writing in graduate school doesn’t come easily for many. Like undergraduates, many graduate students find they need structured writing support in order to succeed. In consequence, graduate writing is a growing topic in pedagogy and research as institutions make moves to provide some kind of support for their graduate students. Scholars such as Micciche, Rose, and also McClafferty have reported on attempts to address graduate writers’ challenges through dedicated classes on writing. Tardy and Casanave, among others, have made graduate writers’ development the subject of major research studies.
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