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Part of
Scientific Approaches to Literature in Learning Environments
Edited by Michael Burke, Olivia Fialho and Sonia Zyngier
[Linguistic Approaches to Literature 24] 2016
► pp. 213–226

Chapter 11. ESL students’ perceptions of creative and academic writing

| Indiana University of Pennsylvania
| Indiana University of Pennsylvania

This chapter provides a small scale, qualitative study of ESL students’ perceptions of positive and negative creative and academic writing experiences. Previous research has suggested that creative writing provides a more positive experience than academic writing and involves a different set of features. Nineteen ESL students were interviewed about their second language literacy instructional histories and focused on understandings of their experiences of writing. Interview data was coded for positive and negative experiences. The results suggest that creative writing and academic writing involve different sets of experiences and that creative writing involves fewer negative experiences. The chapter argues for the inclusion of creative writing as a component of the second language literacy curriculum.

Keywords: academic writing, creative writing, emotion, ESL, second language
Published online: 22 July 2016
DOI logo
https://doi.org/10.1075/lal.24.11han
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Cited by

Cited by 3 other publications

Iida, Atsushi
2019. Haiku and Spoken Language: Corpus-Driven Analyses of Linguistic Features in English Language Haiku Writing. In Literature, Spoken Language and Speaking Skills in Second Language Learning, ► pp. 96 ff. DOI logo
Kim, Kyung Min & Soyeon Kim
2018. A poetic inquiry into learning English as an additional language: Korean learners’ perceptions through sijo, Korean poetry. Language Awareness 27:4 ► pp. 295 ff. DOI logo
[no author supplied]
2022. Creative Writing Across the Curriculum [Linguistic Approaches to Literature, 40], DOI logo

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