This paper revisits a collective exercise that I was part of last year, along with three colleagues at O.P. Jindal University, Sonipat. In an attempt to consolidate the contours of the writing pedagogy that was taking shape in the newly formed Centre for Writing Studies (CWS), where we all taught, we decided to document and arrive at thick descriptions of workshops on academic writing that we individually conducted for undergraduate students and faculty in the university during the semester. For every workshop conducted by one of us, another colleague volunteered to attend the workshop and write detailed field notes, in a style we deemed appropriate, which were later shared with the larger group. In this essay I reflect upon the collective field notes in order to think through the implications of this process of documenting classroom transactions between the teacher and the students/ participants for turning a reflective eye on the methods of writing pedagogy.