As creative writing educators, one of our most important tasks is not only to teach writing but to develop an approach that enhances our own writing, teaching, and understanding of the publishing world. This process requires a deeper examination of the connections between these areas. How does the act of writing inform teaching practices? How does engaging with the publishing industry shape the way we guide our students? By developing a methodology that links creative writing, pedagogy, and publishing, we can enhance our craft, our teaching, and our students’ experiences.
What is a methodology and why develop one?
A methodology, in the context of creative writing, is a structured set of principles, guidelines, and research-informed understandings that informs how we approach writing, teaching, and engaging with the publishing industry. It helps us not only articulate what we do but also why and how we do it. By having a clear methodology, we can approach our work in a more intentional way, creating a consistent and meaningful framework that informs both our writing practices and our teaching approaches.
When it comes to creative writing and publishing, developing a methodology allows us to better understand the emotional and cognitive needs of our students—and ourselves—as writers. It encourages a reflective, thoughtful approach to writing and teaching that can be sustained over a lifetime. In short, it helps us understand why we write, teach, and publish in the way we do, making us more effective and fulfilled in each of these roles.
Five Key principles
1. How We Learn and Why This Is Important for Creative Writers to Know About
At the core of any effective methodology is an understanding of how learning happens. As humans, we are constantly predicting the world around us using patterns that we’ve learned from past experiences. When we encounter something new, our brain either deepens existing patterns or creates new ones. For creative writers, this is particularly important because writing, at its best, creates emotional engagement—helping to form new, meaningful patterns in readers’ brains.
Our emotions play a central role in this process. When writers create stories that resonate emotionally, they’re helping readers to re-pattern their thinking, to forge connections between ideas and experiences in new ways. This is where the power of storytelling intersects with learning: emotionally engaging stories create neural pathways that last, forming the basis for deeper understanding and meaning.
2. The Optimal Conditions for Learning
Effective learning occurs under conditions where emotional needs are met: attention, feelings of belonging, safety, connection, and purpose. For creative writers, this means creating a learning environment that feels safe for exploration and experimentation. Writers need to feel relaxed yet alert, in an atmosphere where they are encouraged to take risks without the fear of judgment.
We can enhance these conditions by paying attention to factors like sleep, nutrition, exercise, and relaxation techniques. One practical strategy for creative writers is using what is known as 7/11 Breathing: breathing in for a count of 7, and breathing out of a count of 11. For more on developing strategies for calming yourself, do listen to “Just One Thing: Deep Calm,” the late Dr Michael Mosley’s wonderful podcasts exploring strategies for finding calm. When our emotional and physical needs are met, we open ourselves up to deeper learning and creativity.
3. Maladaptive Learning and Publishing Pressures
On the flip side, maladaptive learning happens when our emotional needs are not met, resulting in feelings of insecurity or fear. For writers, the pressure to be “published” can become overwhelming. The pursuit of publication often carries emotional weight—status, belonging, and community—which can turn writing into a high-stakes game. This is particularly true when writers are publishing with the primary goal of recognition or external validation rather than for the intrinsic joy of writing itself.
As educators, we need to help our students navigate the publishing process in a way that is healthy and aligned with their personal growth as writers. By reframing publishing as part of a larger creative journey rather than the sole measure of success, we can help students avoid the negative emotional impacts that come with publishing pressure.
4. Reciprocal Teaching: Learning from Each Other
A powerful teaching tool is reciprocal teaching, where peers act as co-teachers, sharing their knowledge, understanding, and questions. In the writing classroom, this approach works particularly well because students often learn best from each other. Reciprocal teaching is not about one person being the “expert” but about sharing what you know, acknowledging what you don’t know, and learning together.
For creative writers, this can be reflected in group workshops where writers discuss their work, offer feedback, and brainstorm together. This mutual sharing fosters a sense of community and emotional support—critical components of the creative process.
5. Effective Teaching of Yourself and Others
A key element in any writing pedagogy is the teacher’s internalization of effective writing practices. For educators, this means committing to regular writing, embracing the idea of automaticity (where certain writing activities become second nature), and writing in a variety of forms and genres. Educators should model writing as an ongoing practice, not a one-off event.
Incorporating strategies like freewriting, diagramming or what I call ‘diagrarting’, and collaging can encourage writers to experiment with new methods. Routine is also crucial; writing regularly, without the pressure of perfection, fosters creative development. Collaborative writing projects, as well as writing for different audiences, help writers deepen their understanding of their work and broaden their scope.
Why Do You Write? Why Do You Teach Writing? Why Do You Publish?
Before diving into writing, teaching, or publishing, it’s important to ask yourself why you’re doing it. What drives your creative work? What motivates you to teach others? And what is the deeper purpose behind your desire to publish? Answering these questions with honesty and clarity will help shape your approach to each of these areas.
For instance, as a teacher-writer, your publishing goals might be motivated by a desire to share your work with a wider audience, or perhaps to contribute to an ongoing conversation within the literary world. Understanding the “why” behind your work informs the “how,” allowing you to approach both writing and publishing in a more meaningful way.
Effective publishing, writing and pedagogy: a methodology for a lifetime
Developing a methodology that links creative writing, teaching, and publishing is a lifelong endeavour. It is a process of continuous self-reflection and growth, where each area informs and deepens the others. By understanding how learning happens, the importance of emotional engagement, and the pressures and rewards of publishing, you can cultivate a practice that enriches both your own creative work and the experience of your students. It could be thought of as being similar to being a gardener nurturing a rich eco-system for your writing, pedagogy and publishing. The methodology is the eco-system and the gardener is you; the fruits of your labour could lead to very different types of gardens being created, depending upon your unique methodology. You need to think what kind of garden do I want? Do I want one where weeds are allowed to grow? Do I want a variety of plants?
This methodology is not a rigid set of rules but a flexible framework that can evolve with your teaching, writing, and publishing journey. It encourages you to remain curious, reflective, and open to new ideas, allowing you to grow as both a writer and an educator. The result is a holistic approach that benefits both you and your students for years to come.
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