This study’s research problem has its starting point in teaching and learning in higher education. The focus is onlearning through writing, particularlythe use of creative writing for critical thinking purposes. Learning is viewed asbeinglinked to identity and to new possibilities for selfhood as writers, thus opening up new ways of thinking from the expansion and changethat result from the identification processes involved in learning. In a writing context, identity is defined as discoursal identity, and it originates and develops in an interplay between the writer and the writing environment, where the writer may reflect upon their own learning and that of others through their writing. The activities of writing and learning by writing are thus viewed as deeply embedded in the social context in which they are situated. My main hypothesis is that creative writing can enhance critical thinking, and the study at handaims totestthishypothesis by means of a writing assignment that I have developed. There are two more specific aims of the study. One is empirical, that of testingthe link between critical thinking and creative writing, to examinedifferent types of reflective writing and the discoursal identities that result from the writingassignment. Another aim is theoretical. I look for an understanding of how texts constitute sites where learning and identity are negotiated by writers in their writing environment. For thisI have constructed a model for analyzing context in text, applying categories fromactivity theory (Engeström 1987) onto various types of textual analyses, mainly thematic and discourse analysis. In this study, the model has been empirically tested in a case study. The results confirm the hypothesis that creative writing can be used to traincritical thinking, but the learning outcomesvaryamongst the writers and areclosely linked to thediscoursal identities they wish to ascribe to themselves. The empirical test of the model shows that it can be used to map texts as “sites of struggle” (Ivanič1998:331f.) revealing where conflicts lie between the learnerand the learning environment.