This essay first reviews the history of English writing research in China, focusing on the way that though Chinese students negotiated multiple languages and cultures, nationalism and positivism oriented most teachers and researchers to treating native English speakers as the target audience of student writing. The essay then reviews the research reported in this special issue. These studies have advanced English writing research in China by examining writing at secondary, college, and graduate levels, the multi-dimensional feedback that student writers receive, and identity construction in student texts. The essay concludes by pointing out avenues for future research in this area.
