Abstract
ABSTRACT The essay is one mode of expression, a discursive genre among many. But given its monolithic status as assessment tool in the humanities, this relativity is sometimes overlooked. Such modal inflexibility is still more puzzling given that syllabus changes have recently been driven by inclusivity and varieties of learning experience. Opening onto this variety, the present article asks whether students’ critical thinking could be strengthened by their imaginative capacity, and how modal shifts in assessment practice can expand academic meaning-making. Specifically, it weighs the benefits, risks and responsibilities of translating or “regenring” the academic essay into alternative forms. Underpinned by recent theories of assessment practice, the article also situates “regenring” in relation to the disruptive, digressive, even errant formal energies of modernist literature.
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