Issues associated with collaborative writing and publishing between supervisors and their students revolve around the equal, or unequal, participation of the co-authors in the conception, writing and funding of the work produced. Significant to candidature coauthorship are: co-writing in the academic context generally; co-writing as a social process; and co-writing in the postgraduate context specifically. This article examines co-writing in the supervisory space and in particular the doctoral exegesis as a site suitable for fostering co-writing between students and staff members. Many benefits derive from co-authoring, and especially for doctoral students after graduation: employability.