This review essay begins with the premise that we are all writers. However, for a number of reasons, many teachers struggle to identify as writers and teachers of writing. In the current environment, the need for schools to adopt pedagogical practices facilitating the development of disciplinary literacies means that teachers cannot avoid the task of inducting students into the discursive practices of one or more disciplinary areas. This challenge requires a re-examination of ways in which English, 'literacy' and curriculum areas are constructed. It also demands that schools adopt ways of developing a culture of writing among its teachers and encourage and enable teachers to reflect on the identities they project to their students.