Most work on writing and publication processes focuses on writing support for undergraduates or postgraduates writing in the disciplines, while work on academic identities frequently considers development as a university teacher. This essay consider the reviewing process for academics who write, whether doctoral students, researchers, teachers or academic developers. Writing and publishing about teaching in our disciplines causes university teachers and educational developers to engage with the politics and processes of articulation, develop academic writing identities and negotiate texts through to publication. This process is enabled by the focused support of peer reviewers and editors, which helps authors to produce their best work. Research reported here is informed by theories of communities of practice and academic identities, and focuses on the practices of reviewers and editors, reviewing for and editing academic journals including this journal, "Innovations in Education and Teaching International," among others, which support, enable and publish work on academic learning and teaching-oriented research in the disciplines and on academic development. The processes of peer review are of interest to anyone publishing in an academic context. Participants in this research, reviewers and editors voiced specific concern with academic identities, development of colleagues as writers, communities of practice, peer support and academic service all highlighted. Research to date indicates challenges in reviewing, editing and publishing, a concern with essential "gatekeeping" in the reviewing and editing role and the nurturing of both writing through to successful publication, and influences on academic identities as part of the writing community.