This paper addresses the significant role that writing plays in research. We argue that too often writing is oversimplified, consigned to the final ‘stage’ of a research process and designated as ‘writing up.’ Research methodology texts and websites rarely discuss writing as integral to research practice. The advice postgraduate students receive not only glosses over the difficulties of constructing an extended argument but also of working within the genres and power relations of the academy. In this paper we interrogate the notion of ‘writing up’ and its effects. We offer an alternative view of writing as research and research as writing.