This project explores the pedagogical impact of incorporating creative writing, play, and collaboration into the writing classroom. Through a collaborative creative project, we began exploring and thinking about the writing process in different ways. This presentation focuses on the process of completing that project and the ways this type of collaborative writing could be used in the composition classroom to help students become more effective writers.

This discussion-driven presentation will focus on the importance and facilitation of collaborations among graduate students in writing-driven fields. Each of the six presenters will briefly introduce a challenge or opportunity for graduate students, but the bulk of the presentation will be dedicated to interactive discussion among the panel and participants.

The presenters—Bailey, Brian, Randy, Renee, Lena, and Brandie—make up the current first-year cohort for Bowling Green State University's Rhetoric & Writing doctoral program and have been constant collaborators since the start of their program.

Teaching Syrian refugee literature in high school English literature classrooms requires a collaboration between student and teacher, built on mutual trust. Procedurally directive teaching must be used, as students must feel safe to participate, disagree, and misunderstand when learning about controversial topics, such as the refugee crisis.