Discourse and Writing/Rédactologie  Volume 35, 2025  http://journals.sfu.ca/dwr  38   Book Review  Cayley, R., Coll, F., &amp; Newman, D. A. (2025). Writing Together: Building Social Writing Opportunities for Graduate Students. University of Michigan Press. Reviewed by Matt Rahimian Huron University   Writing  Together:  Building  Social  Writing  Opportunities  for  Graduate  Students  is  a  thoughtfully  curated  collection of 14 chapters and 142 pages exploring and explaining different strategies and practices used by  writing centers to support graduate students in forming and sustaining writing groups. Accompanied by an  insightful  introduction  on  the  book  project  and  explanations  on  sociality,  the  volume  not  only  outlines  theoretical  considerations  but  also  offers  a  range  of  practical  approaches  that  reflect  the  diversity  of  institutional contexts and student needs.  In the introduction, the editors present sociality as a foundational concept that informs the creation and  facilitation  of  graduate  writing  groups.  They  define  sociality  as  the  intentional  design  of  writing  environments  that  foster  interaction,  connection,  and  mutual  academic  support.  This  theoretical  lens  advocates for the idea that writing is not a solitary activity, but a communal process enriched by dialogue,  shared experience, and structured support. The editors emphasize that graduate student writing is marked  by  both  variety  and  complexity,  involving  a  wide  array  of  academic  tasks  that  often  require  sustained  motivation and peer feedback. As such, fostering a sense of social connection can be instrumental in helping  students navigate these challenges.   Throughout the book, the concept of sociality is explored and enacted through a variety of institutional  case studies. Each chapter provides a window into how different universities have approached the task of  creating and nurturing graduate writing communities. While some chapters offer rich theoretical reflections  on the role of writing groups in academic life, the majority of them are more practice-oriented, detailing the  logistics of recruitment, scheduling, facilitation, and program evaluation. This balance between theory and  practice  ensures  that  the  book  is  accessible  to  a  broad  audience,  including  writing  center  professionals,  faculty, administrators, and graduate students themselves.   Discourse and Writing/Rédactologie  Volume 35, 2025  http://journals.sfu.ca/dwr  39       This book offers two significant contributions:  1. It  provides  writing  center  practitioners  with  a  range  of  strategies  for  applying  sociality  as  a  guiding  framework to establish, manage, and evaluate graduate writing groups.  2. It  offers  rich  case-based  insights  for  scholars  interested  in  writing  center  work  and  the  collaborative  dimensions of academic writing.  The editors summarize the themes governing graduate writing groups at different institutions into nine  categories: building confidence among writers, providing care and support, navigating emotional challenges  associated  with  writing,  creating  social  learning  sites,  encouraging  writing  in  communities,  enhancing  supportive  communities,  creating  collaborative  learning  environments,  creating  reflection  opportunities,  acknowledging the existing isolating situations.   The editors then outline eight key considerations for organizing effective graduate writing groups: group  size,  program  duration,  group  composition,  meeting  platforms,  hospitality  practices,  facilitation  models,  funding structures, and modes of interaction. Each of these elements plays a crucial role in shaping the group  experience.  For  instance,  group  composition  can  affect  the  dynamics  of  trust  and  participation,  while  the  platform  used  whether  online  or  in-person  can  influence  accessibility  and  engagement.  Attention  to  hospitality,  such  as  creating  welcoming  physical  or  virtual  environments,  further  underscores  the  importance of care and intentionality in fostering inclusive writing spaces.  Further, the editors stress the role of evaluation in sustaining these programs. Regular assessment not  only helps in understanding what works but also provides evidence to justify the continuation and potential  expansion of writing group initiatives. This emphasis on reflective practice encourages writing center staff  and facilitators to adapt their programs to better meet student needs and respond to institutional goals.  By showcasing shared practices and diverse models of graduate writing groups, this collection serves as  a  valuable  resource  for  writing  center  professionals  seeking  to  foster  community-oriented  initiatives.  Although the primary focus is on graduate students, the strategies and conceptual frameworks presented are  readily adaptable to undergraduate contexts as well. For institutions looking to increase engagement, build  writing confidence, and reduce isolation among students, this book offers a roadmap rooted in real-world  examples.  The intentional emphasis on practical implementation is a notable strength of the book. The chapters  theoretical  explorations  are  minimized,  opting  instead  to  focus  on  what  has  worked  in  practice,  what   Discourse and Writing/Rédactologie  Volume 35, 2025  http://journals.sfu.ca/dwr  40   challenges they encountered, and how they addressed them. This approach makes the book especially useful  for  those  who  are  tasked  with  launching  or  maintaining  writing  groups  and  who  require  accessible,  actionable guidance. At the same time, readers interested in the pedagogical and administrative rationale  behind writing groups will find plenty of thoughtful commentary embedded in the case studies.  Furthermore, the book pays attention to the emotional and psychological dimensions of graduate writing.  Writing  at  the  graduate  level  can  be  a  deeply  personal  and  often  anxiety-inducing  experience.  Isolation,  imposter syndrome, and perfectionism are common challenges. Several contributors to the volume reflect  on how writing groups can serve as safe spaces for students to share vulnerabilities, celebrate small wins,  and sustain motivation over time. In this way, writing groups are presented not just as academic tools, but  as vital forms of peer-based emotional support.  Some  chapters  also  explore  the  professional  development  opportunities  embedded  in  writing  group  facilitation.  Graduate  students  who  take  on  leadership  roles  in  organizing  and  facilitating  groups  gain  valuable experience in mentoring, program planning, and community building  skills that are transferable  to academic and non-academic career paths. This emphasis on skill-building adds another layer of value to  the  writing  group  model,  suggesting  that  such  initiatives  benefit  not  only  participants  but  also  student  leaders.  While the book  s emphasis is clearly on practice, readers seeking a more in-depth theoretical exploration  of sociality and writing pedagogy might find the discussion limited. However, this is arguably a deliberate  choice by the editors, intended to foreground concrete examples and make the content accessible to those  working  in  resource-limited  or  non-academic  settings.  Even  so,  the  theoretical  touchpoints  that  are  included  such as the emphasis on connection, collaboration, and community  are thoughtfully integrated  and provide a solid foundation for those who wish to explore these ideas further. Additionally, each chapter  can be read as a case exploring the topic of sociality at different institutions; therefore, they provide solid  cases that can be used in theoretical discussions as well.   Overall,  Writing  Together  is  an  engaging  and  timely  contribution  to  the  literature  on  writing  center  practices. Its focus on graduate student support, combined with a strong emphasis on community-building  and inclusion, makes it a practical guide and a source of inspiration. Writing center professionals, faculty  advisors,  and  higher  education  administrators  will  find  it  a  useful  tool  for  reimagining  how  institutional  support  for  graduate  writers  can  be  structured.  The  book  s  emphasis  on  sociality  offers  a  compelling  reminder that writing is not merely an individual task, but a shared journey that thrives in supportive, welldesigned communities.