The COVID-19 pandemic necessitated rapid technological adaptation in academia, creating opportunities for innovative collaborative research and writing pedagogies. This paper presents a focused case study examining the implementation and impact of Sit-and-Read (Siread) and Sit-and-Write (Siwrite) sessions, a technology-mediated initiative designed and facilitated by a supervisor for Master's and PhD students writing their theses. This qualitative study analyzes participant reflections to critically explore how technology afforded the creation of a collaborative, expertise-sharing environment that supported academic writing development, research advancement, and knowledge co-construction.

Key findings reveal that Siread and Siwrite sessions facilitated:
(i) enhanced and diversified feedback mechanisms among peers, fostering critical engagement with scholarly work;
(ii) demonstrable improvements in academic writing quality and research design through collaborative learning and the modeling of scholarly practices;
(iii) a strengthened sense of academic community, mitigating postgraduate isolation; and
(iv) effective technology-mediated facilitation strategies for both expert and peer feedback.

The discourse analysis specifically focuses on identifying patterns in participant language that reveal the construction of collaborative learning, the negotiation of expertise, and the development of academic identities within these online spaces. This research contributes empirically to the growing literature on technology-enhanced academic collaboration by providing a detailed analysis of the Siread and Siwrite model through the lens of discourse. The findings offer practical implications for academic practice and institutional policy aimed at fostering collaborative postgraduate research and writing and suggest avenues for future research exploring the scalability and transferability of this approach across diverse disciplinary contexts.

Keywords: Collaborative academic writing, technology enhanced learning, postgraduate research, translanguaging, discourse analysis.