Research & Projects
Silence As a Pedagogical Practice in FYC
In this essay, titled "Silence As a Pedagogical Practice in FYC," I connect "prior knowledge of the history of composition and rhetoric pedagogies to articles on argument culture and the power of rhetorical silence and listening in a speech-centered world (1)". The essay examines my positionality as an instructor in an overwhelmingly silent class, and questions what that silence might point to, how it can be reframed into a pedagogical tool, and how to resist the urge to fill the space as the power-holding instructor.
First, I examine the larger context of U.S. Culture and the dominance of speech over silence in argument culture (Middleton 2011). Then, I examine rhetorical listening and silence as resistance to argument culture. Finally, I examine silence's place in the classroom and the teacher's responsibility in preserving silence and reframing it as a restored logos, catering to a socio-epistemic learning environment and liberating the classroom from the power dynamics of argument culture.
I included this piece in my portfolio because it demonstrates my curiosity about catering to an effective and egalitarian teaching ecology. The essay is also extremely intersectional, as it takes rhetorical theory, composition pedagogy, and my simultaneous experience teaching FYC and overlays these perspectives to reposition myself as a teacher who emphasizes constant self-examination of her teaching philosophy.
Objectives
This essay came with a personal exigence. While I was taking this class on the rhetoric of silence, I was also teaching an English 101 course of primarily running start students and was experiencing overwhelming silence in the class, which I reactively coded as disengagement. In previous ENG 101 Courses, I had experienced small silences, or quiet days, but had a tool kit that would typically get students talking; discussion questions, pair and share, and group work were the "go-to's." However, this particular class only became increasingly resistant to sharing in class. I wondered what was happening in this silence. Is silence synonymous with disengagement? And if students are rhetorically making the choice to be silent in class, against the instructor's wishes, why might they be making that choice, and what does it mean? Finally, as FYC (first-year composition) instructors, how can we rhetorically utilize silence in our pedagogy?
This assignment was completed to fulfill the final requirements of Dr. Josh Welsh's English 456: Studies in Rhetoric. The assignment was to write an essay, taking a wide range of course readings on silence and rhetoric to "develop your own argument about silence, listening, and rhetoric" (Assignment 3: Synthesis Essay, English 456).
The relevant learning outcomes were:
Demonstrate a foundational understanding of key rhetorical thinkers and theorists from a range of historical periods or from a range of theoretical approaches.
Demonstrate a close understanding of a small selection of rhetorical theories or approaches.
Undergraduate students will demonstrate knowledge of scholarly conversations surrounding current case studies or critical analyses that deploy rhetorical analysis or criticism.
Undergraduate students will demonstrate the ability to develop analytical arguments at the advanced undergraduate level
Results
First, I determined that educators need to understand the "history of composition and the ideological contexts that formed the unquestioned power structures within academia" (13). Our classrooms are not separate from the world, which should be clear at first glance. Students and teachers bring their multifaceted experiences, identities, and biases, and these experiences are informed by larger social and power systems.
However, the subtleties of how culture and power outside the classroom affect classroom dynamics require a closer look and a moment of pause. For example, in English classes, students are often asked to "defend an argument" in their papers or to take notes about "writing/language rules". In my summary I reflect on how students, "expect to “shut up and listen” or to sternly “defend an argument,” but they do not expect to engage in rhetorical listening or to co-construct meaning in an environment where they are allowed and encouraged to bring “their whole selves” to class" (14).
Understanding FYC in the context of U.S. argument culture (Middleton 2011) and the historic elevation of speech over silence helps add context to the daily function of the FYC composition. The first step to deconstructing power is recognizing the systems that build up that socially agreed-upon illusion.
After I had gained a better understanding of the historical context and culture surrounding my perception of silence as a teacher, I felt challenged to seek a new positionality on silence. With the help of 5 FYC scholars, I was able to imagine a new position on silence and teaching in general. In particular, I highlight Donald Murray, Joan Mullin, and Ray Wallace's argument for "removing the teacher from the position of power in the classroom and instead focus on orchestrating an environment where students can co-create knowledge through their writing and critical examinations of texts without the authoritarian voice of the instructor" (15).
Since this study, I am more aware of where silence occurs in my classes, and instead of freaking out and trying to reactively fill that space, I now view them as moments of pause. I feel encouraged to take on a seeker position with my students rather than preaching about curiosity and openness while hypocritically defending my expertise on the subject.
I have even found that play is especially important in this conversation about silence in the classroom, maintaining a classroom for curiosity and socio-construction. Play can be loud and robust. But it can also initiate silent reflection and trust-building. One way I try to bring play and instructor silence intentionally into my class is through my "Teacher for the Day" extra credit assignment and the "Poster Activities," where I sit with my students and instead have them lead the class time and teach one another.
