I set out believing I was a reader, a collector of books. It was marvellous that the children I taught could write engagingly – and it would certainly stand them in good stead when they became readers too. Years into teaching, struggling with the burdens of so many unread books, I was plucked from the classroom and deposited in the National Writing Project, because I had been snared by word processing.
The Project had several key principles – one was that teachers of writing should be writers too. How can you expect them to, if you don’t? So I started to write,