This paper considers the work of James Gee as a methodological lens for conceiving of the teacher-writer identity. Gee's (2000) Four Ways to View Identity are employed to examine the way that teachers discuss their writing identity. The paper reports on findings from a broader qualitative study that examined the writer identity in subject English as it pertains to the English teacher identity. Two key findings arising from the methodology of this study were the ways that teachers can either hold an Ascribed Discourse Writer identity or an Achieved Discourse Writer identity. The paper demonstrates how Gee's original framework can be extended to conceive of a framework for Writer Identity. The implications for the classroom are discussed in terms of how teachers' conceptions of themselves as writers incline them to either empower or limit the writing identities they offer for their students.