Collaborative tactics in a globally focused cocurricular writing program




Hoermann-Elliott, Jackie
Robbins, Sarah Ruffing
James, Whitney Lew
Reed, Meagan Gacke

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Association of Teachers of Advanced Composition


This program profile describes a globally focused cocurricular writing program led by faculty, staff, and graduate students from academic affairs and student affairs. Revisiting the program’s first two years, the authors (three graduate students and a faculty member) assert that writing-oriented learning activities within Texas Christian University’s (TCU) GlobalEX program were productively positioned to enable students to engage with other cultures and hone skills for becoming intercultural navigators. Drawing on a similar approach from Fernando Sánchez and Daniel Kenzie to apply Michel de Certeau’s ideas about tactics in cultural work, our program profile identifies important features shaped by this program’s cocurricular context that can be productively drawn upon both in non-course contexts and in curricular spaces. These include writing reflectively within flexible structures arranged to support learning through progressive stages; capitalizing on multimodal composing genres conducive to collaboration; and situating writing in public contexts without the individual pressure of grades.



Composition pedagogy, Intercultural navigators, Multimodal composing genres


This is the published version of an article that is available at Recommended citation: Hoermann-Elliott, J., Robbins, S. R., James, W. L., & Reed, M. G. (2019). Collaborative tactics in a globally focused cocurricular writing program. Composition Forum. This item has been deposited in accordance with publisher copyright and licensing terms and with the author’s permission.