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Title: Poet-Academics and Academic-Poets: writing identities, practices and experiences within the Academy.
Authors: Dymoke, Sue
Spiro, Jane
First Published: Mar-2017
Publisher: National Association of Writers in Education
Citation: Writing in Practice, 2017, 3
Abstract: This paper reports on a pilot project which investigates the writing identity construction, writing practices and experiences of 17 authors from varied subject disciplines in Higher Education, whose publications include poetry and academic writing. We have defined the writers as poet-academics or academic-poets according to their perceptions of place of comfort, default position or natural 'go-to' place as a writer. We consider the writing practices and experiences of both groups: poet-academics who see their primary writing as poetry (but who also write academic research and other prose forms) and academic-poets who view their primary writing as academic research (but who also write and publish poetry). Given that these two groups have different writing priorities and write from different generic starting points, we question how such authors construct their identities as writers within the Academy and consider if and how they experience these different writing selves as a separation. We explore the contrasting writing challenges, pressures and pleasures apparent in these two domains, reflect on synergies in practice and point to potential implications for research accountability, writing, mentoring and professional development within institutions.
Version: Post-print
Status: Peer-reviewed
Type: Journal Article
Rights: Copyright remains with individual contributing authors (with NAWE reserving the right to reproduce materials in other NAWE publications and in the members-only area of We request that any other use of the materials by the authors should make reference to the original publication in Writing in Practice.
Appears in Collections:Published Articles, School of Education

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