The rhizome text: implementing an intertextual affective approach to L2 Spanish writing

While the effects of emotions in the reading of literary texts are considered in reader-oriented approaches to literature and in cognitive psychology research, the potential of connecting the reader's affective dimension to literary texts in the teaching of L2 writing skills has not been properly explored. This observation formed the primary motivation to develop and implement a new approach to L2 Spanish writing, centred on the intertextual dimension of the written text and on affective responses to reading. Based on this experience, a variety of questionnaires and practical strategies are offered here to guide literary readings as a basis for developing L2 writing skills. The rewards and challenges of implementing this approach, as the final section will show, might serve as referential background for educators seeking to promote creative writing in L2 education.