Writing in Practice: The Journal of Creative Writing Research
Submissions for Volume 13 are now open.
Deadline: midnight (GMT), Monday 29 January 2027
The National Association for Writers in Education (NAWE) is delighted to invite creative writing educators to contribute to the next issue of Writing in Practice. We are seeking high-quality academic articles and creative presentations that explore innovative and reflective approaches to creative writing pedagogy across all educational contexts—including primary, secondary, further education, higher education, and community settings.
Submissions may include original research, theoretical explorations, comprehensive literature reviews, and reflective practice essays. We also welcome creative presentations of pedagogical ideas—as long as they follow Writing in Practice guidelines. This includes submissions employing methodologies like autoethnography and action research, as well as those that focus on specific age groups, particularly within school settings.
If you are interested in sharing your innovative, practical, and engaging strategies for teaching creative writing, please consider submitting your paper or creative presentation. Your contribution will not only deepen understanding of creative writing pedagogy but also inform and inspire educators nationwide.
Submissions should be in the region of 4000–10,000 words, and include an abstract of up to 200 words. A biographical note of up to 200 words should be provided via Submittable, but not included in the document that is the submitted article.
All submissions will be anonymously double peer reviewed, with feedback given in Spring 2027. A document giving full submission guidelines, together with a style guide, is available here.
Please note: submissions that ignore these guidelines may not be considered.
Further information
The aim of this journal is to encourage research in the field of Creative Writing. We recognize that this research is principally undertaken through the act of creating. Creative Writing academics invest knowledge and understanding into their creative practice and utilise existing knowledge to help innovate and evolve their own work and the broader subject. The articulated results of this practice research demonstrate and develop existing subject knowledge.
We seek scholarly articles about practice and process that contextualize, reflect on and respond to existing knowledge and understanding in the form of poetics and/or exegesis. Creative Writing itself is welcome when integral to an article. While we also welcome critical examinations of the international history and pedagogy of Creative Writing, such work must evidence a wide reading and contextualization of the existing literature and make a significant and well-articulated contribution to knowledge in those fields.
Writing in Practice: Editorial Board
Jenn Ashworth, Yvonne Battle-Felton , David Bishop, Helena Blakemore, Celia Brayfield, Jessica Clapham, Sue Dymoke, Carrie Etter, Francis Gilbert, Michael Green, Oz Hardwick, Holly Howitt-Dring, Andrea Holland, Lisa Koning, Fiona Mason, Andy Melrose, Derek Neale, Kate North, Amy Spencer, Christina Thatcher, Amy Waite, Jennifer Young.
Principal Editor: Kate North