Trut Thuy Pham, Thanh Thao Le
Why read this, and what do you get? This manifesto names Writing-With as a stance for scholarly writing that treats analysis and writing as co-moving, less a sequence than a recursive relation. We argue that staying with texts through returns can slow the rush to finality, soften mastery, and cultivate relational accountability in how we read, cite, and craft claims. Grounded in our collaborative work with university teachers in Vietnamese higher education, we offer four refusals (of speed, separation, fixity, and seamless mastery) and four offerings (depth without distance, co-thinking, saturation-as-opening, and writing-as-relation).