Belanoff, Pat. “Silence: Reflection, Literacy, Learning, and Teaching.” College Composition and Communication, vol. 52, no. 3, 2001., pp. 399-428.
Initially, the reader is cautioned that this article will be a “rambling,” therefore making it clear that the methods are historiographical. Belanoff begins with word associations and their definitions. She links “reflection” with “meditate,” “contemplate,” and “metacognition.” During the defining stage, silence is shown to have positive outcomes, like with the word sollicitudo, which means to “worry” or turn over something often (404). Teachers should create havens for students to have silence in order to reflect over their writing and thoughts (410). Reading and writing both call for reflection inwardly as she claims “literacy cannot exist without reflection that fills the silence” (416). Asks for strategies to help our students. Belanoff recognizes that within the discipline reflection is a tenuous topic in that some parties believe that the discipline should look out as a collective soul rather than individual beings. She defines literacy as “an interlace pattern of reflection in silence and activity in the material world” (422).
Bakhtin, M. M. “Discourse in the Novel” The Dialogic Imagination: Four Essays by M. M. Bakhtin. Ed. Michael Holquist. Trans. Caryl Emerson and Michael Holquist. Austin: U of Texas P, 1981.
Berthoff, Ann. ed. Reclaiming the Imagination: Philosophical Perspectives for Writers and Teachers of Writing. Portsmouth, NH: Heinemann-Boynton/Cook, 1984.
Momaday, N. Scott. House Made ofDawn. New York: Harper, 1966.
-How can we conceive of emptiness? We’re a culture fearful of silence. (400)
-Thomas Aquinas alters this concept slightly and instead of silencio uses the word sollicitudo, perhaps best translated as “worry,” as in the way a dog “worries” a bone (Carruthers 172). It’s a quality of intense, aroused attention, a set of mind that turns over and paws at, fingers experiences, emotions, events, and sensations within an enclosing silence. (404)
-“The florilegium was a small compendium, a collection of proverbs, of quotations that strike one for whatever reason. These were later reread, thus serving to focus attention on their substance.” (409)
-“Freewriting research I conducted a number of years ago suggests that skilled writers are far more likely than inexperienced writers to interrupt the sub- stance of their texts with metacognitive observations about their writing or their surroundings.” (413)
-“As almost any writer knows, what silence says is a crucial challenge. If we fill the silences with too much, our reader or listener responds: “I know. I know. Get on with it,’ or just tunes out. If we leave too much in silence, our reader or listener responds: ‘What on earth is this?’ and falls out of communication. Silences aren’t easy.” (414)
-What reflection strategies are best for students?
-Belanoff mentioned how reflective strategies are often pushed aside in the testing atmosphere of education. How can reflection be integrated in assessment?
-I thought that the article was going to look more closely at silence theory and how it pertains to reflection. What counts as silence in reflection if a person does not write anything down or speak aloud? Is it possible to think things yet keep them “silent”?
-This article would be helpful in validating how reflection can be useful to writers and readers in the classroom. It does not push against testing very much, but it could begin the conversation.