Variations in the Teaching of Writing in the United States and China

Abstract

This study focuses on English writing courses in three distinct contexts: universities in China, Intensive English Programs (IEPs) in the United States, and English writing courses for undergraduate students in the United States (U.S.), aiming to foster transparency and collaboration within the English language writing teaching community. While writing courses at universities in China and IEPs initially focus on foundational writing skills before transitioning to more advanced tasks such as research papers, U.S. writing courses emphasize sophisticated writing abilities and critical thinking from the outset. Assessment criteria varied, with courses at the universities in China prioritizing language accuracy, IEPs focusing on lower-order writing concerns, and U.S. writing courses emphasizing higher-order skills. Despite these differences, a developmental approach to assessment, emphasizing student growth and improvement over time, emerged as a common thread. Writing instructors across all contexts valued multiple drafts, revisions, and holistic grading in fostering student development. Additionally, this study highlights the importance of clear communication, organization, and critical thinking in student writing, irrespective of context.

Keywords: L2 writing, composition, writing curriculum, writing syllabus, EFL, intersectionality, writing assessment