Abstract
Without tangible evidence that affirms that our teaching methods improve student writing, and without empirical outcome data that informs us as to what learning takes place in creative writing, our classrooms will remain unexamined, untheorised, and will operate from a base of assumptions that is more focused on teaching practice than on research practice. Knowledge, theory, practice, and assessment are all instrumental parts of our practice-led research discipline, systematically working together as a cohesive unit, moving us forward as a field of intellectual inquiry, a practice-led academic discipline committed to the advancement and expansion of knowledge in its field.
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