While teaching creative writing, Terri-ann White was researching and writing her novel Finding Theodore and Brina.

Jeri Kroll looks at why students do creative writing courses and how realistic their aims are. The paper concludes with a focus on three successful writers for children, Hazel Edwards, Morris Gleitzman and Glyn Parry.

"At the beginning of 1997 ...[Kevin Brophy] stood before nearly a hundred first year literary studies students at Deakin University to deliver a lecture entitled Introduction to Creative Writing. ...[He] resorted to storytelling and fragments of narrative to tackle the reasons these mostly young students were being asked to do creative writing exercises as part of their study of literature." The stories and fragments are included in his lecture.

The author in the story is working on the difficult fourth chapter of her thesis. She is interrupted over a period of time by three of her interviewees wishing to change or claim back their information. These interruptions cause the author to grapple with the realisation that it was not what she and her interviewees had said that was important to the text but what they had not said. This realisation launches her into erasing much of her thesis.

In this work Tess Brady and Nicole Bourke weave narratives around the theme of research and creative writing.

"This article outlines an action research/teaching project undertaken in two phases in the Academy of the Arts at Queensland University of Technology throughout 1997. The first phase involved the redesign of an undergraduate playwriting unit, Writing for Performance, while the second comprised the actual delivery of the redesigned unit, with built-in processes for monitoring the unit's teaching and learning effectiveness."--Introduction

"This paper is concerned with the practicalities of writing stories of 'me' in the frame of an interest in taking up alternatives to the positions offered by dominant social narratives of identity. It draws on the work of a women's community writing and publishing group in the ACT (Homefront, 1988-1992) and in particular looks at the writing practice I developed with the group over three series of workshops and two publications. The focus of this approach is working with and against various forms of writing. It is situated in a wider theoretical interest in 'changing the storylines' which I am currently exploring through my PhD thesis topic, 'Re-writing Self and Community'." --Author's abstract

"This paper examines theoretical and practical connections between the situation of language learning and of apprenticeship in poetrymaking. It proposes the becoming foreign of the beginning language learner as a model for poetic practice. "--Abstract