A qualitative study explored the nature of the writing process for graduate students. Research questions were what students' perceptions of the writing process is; whether students think learning to write better has value in their careers; how graduate students learn the writing process; and in what ways a course in writing for publication is valuable in terms of personal and professional growth. Data were collected from eight students in a class on writing for publication using these sources: a survey, interview, writing samples, artifacts from class, and field notes. Preliminary analyses produced these three themes: writing philosophy, defined as the nature of one's understanding of writing; writing process, or knowledge of a series of actions leading to a final product; and understanding writing, defined as the ability to understand one's own writing habits, strengths, and weaknesses. Findings indicated that, while the participants found value and purpose in writing and scholarly writing, they had great difficulty with criticism and using feedback in constructive ways. (29 references) (YLB)