Abstract—This qualitative study examined the current
writing instruction in 1-12 level education with the data
collected in three Chinese cities. The data from the Interviews of
teachers and teacher-educators at different levels and from
classroom observations at upper elementary to high schools in
three metropolitan cities across China provide insights into 1-12
writing instruction in contemporary China. To further reveal
the efforts taken by writing teacher under China’s high-stakes
testing culture, this paper also presented a case study of an
exemplary 10th grade writing teacher, who took tremendous
efforts in nurturing true readers and writers in his classroom
under the test-obsessive culture in China.
Index Terms—Literacy education, Writing instruction, teacher education.
Rongrong Dong is with the Southern University of Science and Technology, China (e-mail: email@example.com).
Danling Fu and Buyi Wang are with University of Florida, USA (e-mail: firstname.lastname@example.org, email@example.com).
Xiaodi Zhou is with Georgia Southwest State University, USA (e-mail: firstname.lastname@example.org).
Cite: Rongrong Dong, Danling Fu, Xiaodi Zhou, and Buyi Wang, "Writing Instruction in China: Challenges and Efforts," International Journal of Information and Education Technology vol. 9, no. 10, pp. 715-723, 2019.Copyright © 2019 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).