Abstract
Professional writers are among several kinds of practitioner offering writing development to postgraduates and research staff in universities. As ‘third space’ professionals they bring expertise from the commercial world of writing into their academic writing interventions with students and staff. Yet, the difference professional writers’ experience can make for participants’ writing, in comparison to other writing developers, has hardly been examined. This paper begins to explore the contributions Royal Literary Fund Consultant Fellows (RLF CFs), a community of UK-based fiction and non-fiction authors, can make through their writing interventions. It explores these writers’ perceptions of their dual identities – as writers and writing developers – and their perceived benefits of having professional writers work with students and staff. The data reveal the central role writing plays for RLF CFs’ professional identity, which allows them to model a holistic approach to writing together with strategies for managing its affective dimension. Exploring their contribution to Higher Education (HE) writing development, the paper also prepares the ground for future studies into the impact of RLF CF interventions from the participants’ perspective.