ABSTRACT
This chapter begins by considering the role being a writer-teacher plays in employing the most effective writing practices most effectively. The authors proceed by discussing a teacher’s requirement to be a role-model and to demonstrate what writers do and how they undertake their writing pursuits. This includes sharing and discussing their own writing and craft with their community of writers in the classroom. The authors then unpick what is meant by shared writing, demonstration writing, and thinking-aloud. The authors examine writer-teachers as investigators of their own writerly life and writing practices and how Writing For Pleasure teachers will, in all likelihood, live the writer’s life. In the penultimate section, the authors discuss the challenges currently faced in nurturing teachers as writer-teachers. The chapter concludes with examples of effective practice from the classrooms of high-performing Writing For Pleasure teachers.
