The following is a reflection upon my teaching a creative writing workshop to a group of refugees as part of the Melbourne Free University in Melbourne, Australia. This article explores research into collaborative texts produced with a writer and person from a refugee background and discusses how teachers may inspire students to use biographical content when writing fictional stories. It posits that fictionalizing the stories of others must be done with an awareness of process and offers suggestions for lesson planning and implications for future practice. This paper is the result of a workshop presented at the NAWE Conference in Bristol in November 2014.
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