ABSTRACT
This chapter argues that a social practice view of writing should include a concept of creativity, particularly when development is in focus. It explores the significance of creativity in the writing and writer development of young people in upper secondary education. The chapter proposes a concept of creativity within a sociocultural framework, and draws on sociolinguistic approaches to linguistic creativity and on L. Vygotsky’s theory of development in adolescence. It presents an analysis of two students’ writing trajectories that focuses on their experience with creative writing practices in foreign languages literary and academic genres, and on their concepts of creativity in writing and its significance and potential for their writing development. The chapter suggests that such a concept of creativity should include a concept of timescales and space in order to achieve a more dynamic understanding of potentials of creativity in writing that emerges in adolescent years.
