Diversity in Creative Writing Workshops: the Case of Undergraduates studying English as a Foreign Language

Abstract

In the context of an emergent pedagogy of creative writing, this article aims to present our English Foreign Language (EFL) creative writing workshops for second-year undergraduate specialists in other disciplines (LANSOD). Diversity, whether it be in terms of student needs, levels, specialist subjects or experiences is an inherent part of many LANSOD courses, and our course is no exception. This article will show our attempts to harness the potential creative energy of this diversity in order to enable our students to express themselves in written form, in a personal, perhaps even original manner. Our work on collocations, error treatment and feedback provided to and by students during the writing workshops will be presented in more detail, as will the effects of encouraging students to adopt a more reflexive stance to language learning.