In many countries, including China and the UK, creative writing is seen as a subject within the broader area of first language learning. Embedded within language learning, creative writing therefore appears very functional. Teachers often pay more attention to the technical writing skills but neglect emotion and creativity. However, many researchers argue that emotion and creativity should be the core elements when seeing creative writing as valuable for its own sake, as an art form. This essay will draw on the argument that we should rethink the significance of teaching creative writing as an art form. As the author had educational experience in both the UK and China, this paper will mainly use the examples in the UK and China to explore the following questions: in what ways can we see creative writing as an art form and why is it educationally valuable? What is lost in a functional view of creative writing and how does it contribute to language learning? These answers will address the democratic nature of art education, the role of aesthetics in generating creativity and motivation for language learning. From the perspective of democracy, creative writing is a significant way for self-expression and voice of freedom. From the view of aesthetics, aesthetic experience takes an important role in generating emotion and creativity, which helps personal growth rather than only working on the skill-based learning. Another perspective is that creative writing can help students generate motivation in language learning by giving them more space and time for self-expression and helping them experience the beauty of language, which corresponds to the democratic and aesthetic factor.