What teachers and learners perceive most vividly is that writing problems may be common, but the solutions are not. This activates the narrative intent. As literary essays and sketches are thoroughly discussed within the group – in the context of an informal, for some a harsh, writing democracy where what matters is the text being tested each time and not the name or the bibliography of the aspiring writer – it becomes clear that there are no recipes and all possibilities are open. When issues of writing identity and ideology are discussed, writing consciousness is solidified. Technique and inventiveness are tested. The paradoxes of writing are revealed and discussed, for example, the usefulness of laziness. Not writing, in many cases, is an important part of writing. Lying in your bed and thinking with your mind about the experiences and language of your characters constitutes a writing act.