Creative writing in non fiction: stories by second language student

Abstract

Narrative is a form of empowerment that enables the writer to manipulate language through storytelling, creating a means for self-expression and identity. This paper examines storytelling in a second language context among EAP (English for Academic Purposes) students at the University of Hong Kong, and focuses on how storytelling creates opportunities for creating social identity and the expansion of language skills. Language and Style in Narrative Journalism is an English in the Discipline course for undergraduate Hong Kong University students specifically targeted to Journalism majors. This course as others, at the Centre for Applied English Studies, caters to the second language needs of students studying through the medium of English. The Narrative Journalism course aims include genre awareness of nonfiction writing and consequently students are expected to produce their own narratives involving the conduct of interviews and to apply creative writing techniques in the context of a ‘true’ story. Their narratives range from stories on the abuse of domestic helpers, being gay in an unaccepting environment up to the recent protest movements of 2014 against the Chinese government. More importantly, their stories reflect the views of Hong Kong students at a crossroad in their own history and the uncertain implications for the future of their city and themselves. The stories that are written often reflect a strong ‘moral’ element to the conflict of Hong Kong teenagers and their experiences in the diaspora of Hong Kong. Reflecting on the strategies that these students use to construct a social identity through narrative, I argue that the act of story telling can compensate for deficiencies in language proficiency and enables them to creatively extend their language skills. Furthermore, there are insights that teachers can gain from the second language writer that could have potential into future teaching practices. f) narrative journalism, EAP, non fiction, Hong Kong, Hong Kong students, second language, social identity