A new story in the making: Problems, perspectives, pedagogies, practices and prospect

In this chapter, I will conclude on introspective, agentive and collaborative ways of storytelling by drawing examples from educational and social enterprises in Hong Kong that could have potential influence or connection to efforts taking place outside the region. Three main challenges of teaching writing in the post-COVID-19 classroom are tabled to address issues of curriculum designs, vocational development and approaches of teaching and assessing writing as well as researching with a focus on academic and creative writing training. The storytelling approach adopted by contributors of this book and other practitioners are highlighted specifically for the L2 writing classroom. The chapter therefore serves as an endnote to trace changes and trends of writing training in the higher education while summarising relevant perspectives and pedagogies which are of significance to effective curriculum design and delivery. In particular, the chapter evaluates approaches like the narrative inquiry, blended learning, informed crises, multilingualism, multimodality and community collaboration mainly in the context of Hong Kong and neighbouring regions.