This article is a reflective account of my work as a writer-in-residence in 12 post-primary schools, over two academic years. Coming from the perspective of a writer the article fills a gap in the literature, where a substantial body of work exists on the teacher as writer, but little exists on the writer as teacher. The article makes a case for the importance of creative writing when it is related to the life experience of young writers and freed from the constraints of a skills and outcomes conception of curriculum. It suggests the potential of the role of the writer as teacher in a context where some teachers recognise the importance of creativity but feel unable to encourage it in their classrooms. The article links the model of practice developed in the residency to the Personal Growth model of English associated with the London School.