This article describes and analyses a specific mechanism, the writing consultation, designed to help academics to prioritise, reconceptualise and improve their writing practices. It makes the case for its potential to stimulate consideration of writing practices and motivations, a possible precondition for creating time for writing in academic contexts. This article proposes that the process of revealing and developing writing practices in a specific form of regular, structured, collegial discussion has potential to prompt academics to reconceptualise their writing practices and, perhaps crucially, to find different ways to write. In addition, it demonstrates, in a new way, how recognised behaviour change strategies might be embedded in the academic writing process. The writing consultation draws on principles established in other contexts. This article makes the case for adapting them to the context of academic writing, in order to support and improve academic writing output. (Contains 1 figure and 1 table.)