A hybrid essay (combining anecdote, dialogue, analysis and case study) to consider Art Writing as an interdisciplinary and reparative form of research-led teaching. The essay will situate art writing as a contemporary inter and cross discipline that encompasses post-critical forms, performative praxis, creative non-fiction and resurgent practices of auto and life writing, and will reflect on the Master of Letters in Art Writing, a pioneering programme I designed and direct, at The Glasgow School of Art. This studio-based writing programme is unique in its shaping of an editorial, publishing and events-based pedagogy, a model that is interrelated with my own practice as a writer, editor and researcher. Students are challenged to bring about their own reality: to be the field as much as learn about the field, to consider the critical and evaluative function of art writing and its dialogic methodologies. Drawing on specific examples from recent projects, including a two-part open ‘post’ studio masterclass based on an enquiry of expanded forms of ‘Biographical Fictioning’, a year-long collaboration with Dr Kate Briggs on the site of conversation in the art school, and the founding of The Yellow Paper Press, the programme-led publishing project, I will outline why site, community and context of production are crucial to research-informed teaching and events-based curricula. This essay will reflect on, and equally perform, the value of such practices as sites of para-academia representing a democratisation of theory and literature with a profound attention to equality, diversity, minor literature and intersubjectivities.