Citlalin Xochime envisions a supportive and engaging writing environment that enables each student to participate individually and collaboratively, to inform their critical perspectives through means of discourse empowerment. She finds that discourse empowerment comprises a combination of social action practices, negotiation, writing processes, rhetorical strategies, critical considerations, multimodal authoring and scholarship. To inform her teaching practices, Xochime draws on contemporary rhetorical theory (postmodernism), social constructionism (collaborative models), poststructuralism language theory,and Turnley's heuristic of media dimensions: technological, social, economic, archival, aesthetic, subjective and epistemological bases. Both collaboration models and language theories intersect with her teaching and curriculum philosophy. Theoretical applications which she uses in classroom instruction imply that:
- Language is grounded in social practices. In her rhetoric and composition courses, writing is a social practice made meaningful through dialogue, collaboration and mediation.
- Texts are located and mediated in discourse communities. Therefore, her instruction supports a writer to locate their texts in larger discourse communities, while considering an audience of stakeholders, invested and impacted individuals or groups, as well as countering viewpoints.
- Social contexts and cultural landscapes shape writing practices. A student writer may bring language practices in the writing classroom that differ from socially constructed conventions commonplace in academia. Xochime's classroom is a supportive site for fostering negotiation of meaning, particularly for ELL and ESL students. She encourages interdisciplinary and cross-cultural readings and welcomes cultural expressions of writing in the classroom.
- Multiple perspectives inform writing processes. The classroom is a shared space open for writing support from multiple, informative perspectives. Her approach encourages students to envision the composing environment as a collaborative (teams of two or more people) between teacher, student writers, peers and writing tutors all working in support of these prime goals:
- Practice metadiscourses (e.g., language about language, writing about writing)
- Reach for your writing toolkit
- Inform perspectives through critical inquiry
- Model disciplinarian scholarship
- Engage the writing processes, including invention, reflection, revision and collaboration. These multiple, informative perspectives allow for ongoing dialogue-for student writer and teacher, student peers and writing tutor, to enter, retreat and revisit collaborative spaces, to plan and engage writing practices, contributing each perspective to inform and shape the writing processes.
Xochime's dissertation study addresses theories that are influential in the writing center and writing tutorial practices. Her study findings are applicable to the first-year composition classroom because she considers the writing processes through multiple theoretical traditions. For example, different theoretical traditions approach concepts in composition-such as voice, audience, invention and the role of the writer/author/rhetoric-through different perspectives. For instance, voice in the classical rhetoric tradition depends on training in argumentation and text structures; voice in the expressivism tradition supports a "motivating force and a source of empowerment" (Elbow); voice in the cognitive school tradition supports agency "through distinctive thought processes" (Flower and Hayes; Clark); voice in the positivism tradition aligns with modernist views of objectivity; and collaborative models of learning (social constructionism, contemporary rhetoric/Berlin's socio-epistemic rhetoric) consider voice as subjective and socially constructed through contentious vocal currents, mediation and negotiation in discourse communities.
- Writing center scholarship
- Rhetoric and technology
- Composition and communication in the disciplines
- Digital media production
- Technical and professional writing
- Rhetorical criticism
- Anglesey, Leslie, et al., eds. "Writing in the Core." Writing in the Core. Fountainhead Press, 2016, pp. i-vi.
- Anglesey, Leslie, et al., eds. Rhetorical Writing Habits, Fountainhead Press, 2018. pp. i-vii; 343-73.
- Arenas, Therese, et al., editors. Composition Currents. Fountainhead Press, 2017, 2018.
- Bishop, Cassandra, et al., eds. Research Currents, Fountainhead Press, 2018.
- Xochime, Citlalin. "Critiquing Digital Advertisement Artifacts through Visual Rhetorical Analysis in the First-Year Composition Classroom." Beyond the Frontier: Innovations in First-Year Composition. 2nd ed. Eds. Jill Dahlman and Tammy S. Winner. Cambridge Scholars, 2018.
- Xochime, Citlalin. "Memoir Narrative," "Visual Rhetorical Analysis," "Documented Research Argument," "Interview or Observation Study." Composition Currents, edited by Therese Arenas, et al., Fountainhead Press, 2017, pp. 12-14; 75-88; 106-09; 131-33.
- Xochime, Citlalin. Online Writing Center at New Mexico State University. Regents of New Mexico State University, 2007-08.
- Ph.D., Rhetoric & Profession Communication, New Mexico State University
- M.A., English with a technical communication emphasis, New Mexico State University