This study explores how the scholarly writing practices of early-career academics in China create new “ecologies” of research writing. Using a literacy studies framing, we examine how productivity policies, including evaluation and incentivization, impact the writing practices of academics working in the humanities and social sciences (HSS), creating a set of spatiotemporal predicaments and uncertainties. We draw on interviews and multimodal journals obtained from 22 academics at Chinese universities. Findings reveal important practices among China’s HSS academics within the distinctive institutional and policy landscape of Chinese academia, including how they organize their space and time for writing, the significance and function of writing practices, and the ways in which boundaries are disrupted and negotiated. We show that writing is deeply intertwined with multiple spaces and times, forming an ecology of research writing within emergent and shifting assemblages. We emphasize the need for further theoretical and practical understanding of research writing in the context of Chinese universities.

Teaching Writing in English as a Foreign Language: Teachers’ Cognition Formation and ReformationH. Zhao and L. J. Zhang. Springer Nature, Switzerland (2022).XXII + 178 pp., € 106.99, ISBN: 978-3-030-99991-9