Creative academic writing: A playful approach to knowledge production in higher education

Abstract

Imagine that you can approach academic writing differently. Where vulnerability, playful tones, and doubtful steps weave into the lines. This paper extends an invitation to wonder, questioning how students in higher education are introduced to academic writing. Based on teaching experiments within the Humanities and Social Science, this paper introduces practical exercises and theoretical reflections on creative academic writing. It advocates for various methods, including resonance, bricolage, and visual approaches to foster students’ creativity. The analysis addresses the role of teachers and students in embracing varied and inclusive writing methods. Findings suggest that when students experiment with different formats and writing styles, they become more engaged writers aware of their own writing preferences. However, the analysis shows that while most students found creative approaches inspiring and liberating, they hesitated to balance new insights with traditional expectations. This highlights a critical tension, suggesting a need for an integrated approach that allows for creativity while meeting academic standards.