Abstract
This paper presents a program for a university writing group, ran as a trial in Germany, that differs from common writing groups by allowing writers a high level of autonomy and choice. To theoretically frame this writing group model, we draw on the French philosopher Jacques Rancière and his presupposition of a radical equality of intelligence. Findings suggest that the use of these writing groups provide a foundation for students to experience academic writing in ways that are more playful, creative, and joyful, without feeling inferior and increasing students’ awareness of their own intelligence, capacity and creativity. By coupling grounded analysis with theoretical reflections, and a set of questions to guide practice, this paper outlines how this program could be relevant for writing educators, curriculum developers, and other faculties in higher educational institutions across global contexts.
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