Abstract: Having emerged overseas, creative writing as a discipline centers on workshop-based teaching while a localized pedagogy of creative writing cannot be divorced from the localization of the writing workshop. At present the major challenges faced by workshop-based teaching at Chinese universities include large-class instruction, low student participation in discussion, and a shortage of faculty specializing in writing. Hence a possible pathway to localize undergraduate pedagogy lies in a hybrid model of adaptation workshop under the guidance of differentiated instruction. As an important frame of reference, the undergraduate pedagogy of English creative writing highlights reading as well as writing, while adaptation activities embody such a philosophy integrating both processes and accord with differentiated instruction at the undergraduate level. Innately, the writing workshop resonates with the characteristics and needs of differentiated instruction, whose theory and practice, especially flexible grouping and differentiated design of learning tasks, illuminate an effective path to the localization of the writing workshop. The hybrid adaptation workshop serves to facilitate students’ deep reading and their connections through writing while inspiring class discussion. Through the flexible, diversified grouping and learning tasks, this new model of workshop breaks away from the traditional one based on homogeneous discussion, leading to a more distinct teaching mode better adapting to the local learning context and responding to the current dilemma.

Key Words: Workshop; Localization; Differentiated Instruction; Adaptation.

Writing 3 (Jun. 2026): 120-128.