Abstract
reative writers exist as a group both inside and outside the academic community. Inside academia, the pursuit of creative writing as a graduate degree specialization is typically associated with the M.FA. However, another option, the Ph.D., also exists. I am the recipient of a Ph.D. in English with emphasis in creative writing, alternatively called the Ph.D. in English with creative dissertation. Like many of my colleagues who hold this degree, I also have an M.FA. in creative writing. I entered graduate school as a master's student to become a better writer, and a better scholar. While I was there, I also developed the desire to become a teacher. Told that the M.EA. was not sufficient for a university teaching position (without the all-important multiple books that many positions require), and without significant training or opportunity from my M.EA. program in teaching, let alone in the teaching of creative writing, I entered into a Ph.D. program in English/creative writing with hopes that this program would teach me how to teach in my field. But as a graduate student who did not know which way she might turn (teacher or writer? could I be both?), I was puzzled by the lack of attention on the part of my university to the pedagogy of my field. I took seminars, completed language and oral and written comprehensive examinations, and defended my dissertation-a booklength collection of poems-but heard little about what it might mean to enter a university teaching position, or what teaching creative writing as a professional writer/ teacher might involve. I consider myself to be one of the lucky ones: I took a graduate course in the teaching of composition and then taught composition, feeling well-prepared; I then taught creative writing, feeling less prepared, as a graduate student and postgraduate lecturer. This valuable experience allowed me to recently secure a tenure-track position teaching composition and co-directing a composition