From a range of perspectives, the essays in this volume tackle some of the most urgent issues facing the creative writer in today's academic institutions.

For many years now the professional "creative writer" within universities and other institutions has encompassed a range of roles, embracing a plurality of scholarly and creative identities. The often complex relation between those identities forms the broad focus of this book, which also examines various, and variously fraught, dialogues between creative writers, "hybrid" writers and academic colleagues from other subjects within single institutions, and with the public and the media.
At the heart of the book is the principle of "creative writing" as a fully-fledged discipline, an important subject for debate at a time when the future of the humanities is in crisis; the contributors, all writers and teachers themselves, provide first-hand views on crucial questions:
What are the most fruitful intersections between creative writing and scholarship? What methodological overlaps exist between creative writing and literary studies, and what can each side of the "divide" learn from its counterpart? Equally, from a pedagogical perspective, what kind of writing should be taught to students to ensure that the discipline remains relevant? And is the writing workshop still the best way of teaching creative writing? The essays here tackle these points from a range of perspectives, including close readings, historical contextualisation and theoretical exploration.

Professor Richard Marggraf Turley teaches in the Department of English and Creative Writing, Aberystwyth University.
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Contributions by: Damian Walford Davies, Deryn Rees-Jones, Jasmine Donahaye, Kevin Mills, Peter Barry, Philip Gross, Richard Marggraf Turley, Robert Sheppard, Tiffany Atkinson, Zoë Skoulding