This paper explores the role of study groups in mediating academic writing, particularly
among multilingual black students at the University of the Western Cape (UWC). Using data
from questionnaires, focus groups, and interviews, as well as academic texts generated by
study groups, the paper focuses on the efficacy of study groups in mediating literacy events in
multilingual educational contexts. Of particular interest here is the composition, i.e. the roles
each member plays in the preparation and discussion of a particular topic.