ABSTRACT
This chapter discusses the knowledge about writing and how to teach it is multiple, that is, there are various discourses that offer contrasting stories about writing and writing pedagogy. It describes the concept to denote a technical aspect of writing, particularly narrative. The chapter examines how the professional self can be sustained through writing in a context where teacher's voices can be silenced and where audit cultures operate to disempower and deprofessionalize teachers. It focuses on the narrative and has neglected a major function of writing, namely argumentation. This chapter talks about the work of Roz Ivani. Ivanis overarching argument in her book Writing and Identity is that: Writing is an act of identity in which people align themselves with socioculturally shaped possibilities for self-hood, playing their part in reproducing or challenging dominant practices and discourses, and the values, beliefs and interests which they embody.
