Doctoral students were randomly assigned to a five-week (30-hour) faculty-led writing workshop (the intervention) or to a waitlist control group. After completing the workshop, students enjoyed writing more, found it easier, and had more confidence in themselves as writers. They were able to write productively in shorter blocks of time, and they engaged in more planning of their writing and research. The intervention also increased the frequency with which students paused for reflection or positive thinking, and it elicited more new writing from participants about their research, relative to controls. Effects were maintained in a peer-led writing maintenance group after the workshop ended. This workshop model can be used across disciplines to support doctoral students’ training in academic and scientific writing.