In this article, the author asserts that whether we write creatively or academically (or both) it takes time to understand the reasons why we "want" to write, and the more we write, the more we fully begin to appreciate why we have to write in the ?rst place. From an early age, nearly every day, Rachel Hains-Wesson actively participated in recording her reflections and discovered that the daily practice of imagining and writing, compared to academic research and writing, has more similarities than differences. More specifically, she has come to realise that strengthening one's use of the imagination via self-confessional writing exercises is a central ingredient to fulfill a well-rounded learning and teaching career. With this realisation in mind, she discusses writing for the masses, creative writing, and the reflective teacher. She concludes by advocating more towards supporting reflective teachers in higher education who desire to emotionally challenge their readership, who are not afraid to discuss taboo subjects in learning and teaching, and by proposing that the kind of educational researcher one becomes does not solely depend upon "your reading" but on the question "why do you write?"