From 2 – 5 September 2025, as a fellow of the Reimagining Reproduction project, I participated in a four-day writing workshop to refine my skills in academic writing. The workshop was facilitated by Dr Sarah Bologna and Dr Woden Teachout at the University of Pretoria as part of the broader Global Writing Incubator Programme, an initiative that offers comprehensive technical and editorial support for researchers who would like to develop a scholarly chapter for a forthcoming edited volume. Beyond these four days, the programme provides fourteen weeks of online support to sustain momentum and provide continued guidance.

The workshop sessions centred on how to position oneself within scholarly conversations, how to engage in both empirical and theoretical discussions, and learning through peer engagement. For me, this experience brought so much clarity about where I stand as a writer, especially within anthropological scholarship. I was reminded that writing is not only about presenting findings, but also about engaging in dialogue with other scholars. This shift has changed how I think about my own work: instead of presenting isolated claims, I need to weave them into broader debates. I realised that an argument becomes much stronger when it is positioned in relation to others – whether in agreement, extension, or critique. This insight felt both practical and empowering because it helped me see more clearly the contribution of my work and how to communicate it effectively.

I also appreciated the guidance on transitioning from a research topic to structuring a book chapter or journal article. The mind-mapping exercises were essential for me. By laying out connections visually, I discovered new approaches to my topic and even identified gaps I hadn’t noticed before. It also made me reflect on my strengths and weaknesses in writing. That process allowed me to think about how to build on my strengths while developing strategies to address areas where I struggle. What stood out just as much was the peer exchange and feedback. Presenting ideas, listening, giving feedback, and engaging in discussions created a different and very supportive way of learning. Hearing how others framed their chapters and sharing my own drafts not only sparked new ideas but also reassured me that the challenges I face in writing are not unique to me. That sense of collective struggle and collective growth was deeply motivating.

Overall, the four-day workshop was both informative and transformative. It changed the way I see academic writing: not as a solitary task, but as a process of positioning, dialogue, and collaboration. I left feeling encouraged and motivated, and I look forward to carrying these lessons into my book chapter, with the support of the fourteen-week follow-up programme.