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.
Dymoke, SSpiro, J
Faculty of Humanities and Social Sciences\School of Education
Year of publication: 2017Date of RADAR deposit: 2017-06-08