ABSTRACT In this paper, the writing teacher is a teacher who writes and thinks of writing in a verbal sense, as a performance and not the object that is the written. The paper explores differences between writing as a rhetorical function and writing as an act of creativity, questioning pedagogical practices and assessment of student work based on literary models that is common in educational structures. It seeks to explore a different way of thinking about writing as subject, and therefore writers as students and teachers, and the modes upon which we assess students’ performances as writers and the opportunities of transformative learning that it presents. Exploring an example of assessment and suggesting a way in which assessment for creative writing might be redirected to how we write rather than what we write, it concludes with a recommendation to rethink how we teach and assess creative writing, especially in high schools, but also in undergraduate programs, by refocusing the current emphasis on literary practices towards creative and thinking practices with the goal of producing transformative learning experiences students can use to expand their understanding of how to engage with the practice of writing.

中文翻译：

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写作老师：在创意写作课堂中反思评估和变革性学习

摘要 在本文中，写作教师是一位在口头意义上写作和思考写作的教师，作为一种表演，而不是写作的对象。本文探讨了作为修辞功能的写作与作为创造性行为的写作之间的差异，质疑教学实践以及基于教育结构中常见的文学模型对学生作品的评估。它试图探索一种不同的思考方式，将写作视为主体，因此将作家视为学生和教师，以及我们评估学生作为作家的表现的模式以及它提供的变革性学习的机会。探索评估的例子并提出一种方法，可以将创意写作的评估重定向到我们的写作方式而不是我们写作的内容，