Writing academically and creatively: Moving beyond test-driven writing instruction in a chinese university

Chenchen Huang, Xiaoye You

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This chapter introduces how writing instructors in a Chinese university negotiated with national assessment mandates, including a syllabus for university English teaching and an English proficiency test for English majors. Through document analyses and interviews, we identify pedagogical practices through which the instructors guided students’ English writing development beyond the assessment mandates. They developed a semester-long thesis writing mentorship and integrated a creative writing approach to composition instruction. By illustrating how a local program has tailored its curriculum to foster students’ creativity and agency, we suggest that EFL writing instructors actively negotiate with the local assessment culture.

Original languageEnglish (US)
Title of host publicationThe Politics of English Second Language Writing Assessment in Global Contexts
PublisherTaylor and Francis
Pages153-166
Number of pages14
ISBN (Electronic)9781351603034
ISBN (Print)9781138094468
DOIs
Publication statusPublished - Jan 1 2018

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All Science Journal Classification (ASJC) codes

  • Social Sciences(all)
  • Arts and Humanities(all)

Cite this

Huang, C., & You, X. (2018). Writing academically and creatively: Moving beyond test-driven writing instruction in a chinese university. In The Politics of English Second Language Writing Assessment in Global Contexts (pp. 153-166). Taylor and Francis. https://doi.org/10.4324/9781315106069