Description: Topic: The main theme of this research project is to describe and evaluate a series of writing groups which were held in the university's faculty of education during 2004/6. These groups were set up to help transform university teachers' knowledge and understanding of scholarly writing. The problem identified was that too many university teachers currently fail to reflect critically on their role as scholar-writers. They either write and get accepted for publication, or write and fail to get published, or avoid writing for publication at all. Some even see their role simply as teachers and believe that writing for publication is no concern of theirs. Research question: The main research problem addressed is whether the use of writing groups for teachers who write little or not at all can help transform their knowledge about academic writing for publication. Methodology: The author's conceptual framework or critical stance is drawn directly from humanistic pragmatism especially in the tradition of American pragmatists such as John Dewey and Richard Rorty and the British pragmatist F.C.S. Schiller. This tradition particularly stresses democratic approaches to solving educational problems. The writing groups were therefore set up by the author in order to address and help resolve the problem of transforming knowledge about writing by using a democratic practitioner research approach. Thus all writing group members, including the researcher, produced texts which were then critiqued in group meetings. All the texts produced were sections or chapters of their own research work in progress. Each group member was committed to writing 1000-1500words for each meeting so that by the end of a semester they were expected to have a draft article, book chapter or conference presentation ready for submission. Each group meeting focused mainly on giving and receiving critical yet supportive feedback on one another's texts. The texts produced by the researcher were written to provide a context for research and writing and to offer group members insights into the know-how of scholarly writing and getting published. The texts produced were directly based on the current research literature (see indicative references below).The materials disseminated to the group will become chapters in The Writing Group Book which is to be published in 2006/7. Conclusions: Evaluative outcomes, based on participants' own responses to their experience of the groups, indicated that the writing groups were successful in helping group members' transform their knowledge and understanding of writing and getting published and, indeed, in helping with the transformation process from university teacher to scholar-writer. The writing groups became successful communities of practice where all practitioners were able to improve as writers, to develop their identities as scholars and to demystify writing and getting published in academic contexts. This was achieved through the critical and supportive communities created in the writing groups. One major recommendation is that writing groups should continue to be funded and provided in order to help transform more university teachers into scholar-writers.