This chapter focuses on creative writing as an innovative teaching method, highlighting its distinct features and methodologies compared to traditional composition teaching. Creative writing studies prioritize the cultivation of creative thinking through writing skills. Unlike traditional composition studies, which overemphasize rhetorical training, creative writing encourages students to express unique life experiences and independent thoughts. The creative writing workshop is a central teaching approach. It has three fundamental rules. Firstly, self-exploration is essential as creativity stems from within. Creative writing training aims to awaken students’ self-awareness as creative individuals, allowing them to view the world through their inner selves. Secondly, interactive consciousness is crucial. While self-exploration initiates the process, interaction between teachers and students promotes skill enhancement and creative output. However, overemphasis on interaction can undermine individuality. Works should balance self-exploration with consideration for the audience. Thirdly, awareness of conventions is necessary. Creative writing is teachable through learning genre-specific conventions, which serve as the basis for creative innovation. Workshops are platforms for studying and creating new genre conventions. There are various types of creative writing workshops. The core skills training workshop focuses on basic writing skills. The writing block breakthrough workshop addresses psychological and technical writing barriers. The genre-specific creative writing workshop combines skills training with creative writing, exploring genre conventions and new genre writing. Each workshop type has corresponding training methods. Elemental skills training uses diverse techniques like observation—interview and performance—emulation. Overcoming writing barriers combines psychological and cognitive approaches. Genre-specific workshops focus on cultivating literary works through a comprehensive “process method”. In conclusion, the author proposes redefining writing stages in language curricula. Replacing traditional terms with “description”, “expression”, and “creation” can better train students’ writing skills and foster creative thinking. “Description” enhances objective observation, “expression” focuses on subjective thinking, and “creation” promotes literary creation.