paired with “The Transformation of Silence into Language and Action”

This reflective writing activity builds toward a creative assignment to write a manifesto about using language more truthfully inspired by Lorde’s call to transform silence.

Introduction

JS: I see a reflection of the first-year writing classroom in the ending of Lorde’s essay that recenters the collective audience gathered for her talk as she calls on everyone to critically examine how they use language. The following activity invites students to engage with the process Lorde outlines, working from personal reflection to collective activity to consider the deeper meaning of transforming one’s own use of language. Beginning with self-reflection guided by Lorde’s core questions, this writing builds into an exploration of Lorde’s description of the process of transformation in which she highlights three primary roles or functions: the one who writes, the one who shares, and the one who teaches by living their values (the last role, she clarifies, is for everyone). These roles become another prompt for exploration of one’s strengths, tendencies, values, and goals, which in turn becomes the basis for a creative writing activity in which groups write manifestos based on their chosen role.

In the spirit of Lorde’s observations that all too often, “we have been socialized to respect fear more than our own needs for language and definition,” this kind of writing assignment that blends reflective and creative writing in an academic setting is one way in which we as instructors can empower our students to critically examine their relationship to language in the hopes of collective transformation.

Guide

Write: Attuning to Self

As Lorde pivots from feeling “casualty” to being “warrior,” she offers some direct questions to her audience to ponder the transformation from silence to language. Use these prompts as a reflective writing task with yourself. Write in a flow or simply make lists; be curious about where you go when you really tune into your realest responses:

• What are the words you do not yet have?
• What do you need to say?
• What are the tyrannies you swallow day by day and attempt to make your own, until you will sicken and die of them, still in silence?

These questions have been used by many as a journaling technique or creative writing tool (for example, see Divya Victor’s questionnaire). In the context of this discussion, this list will be a way of examining your own relationship to language and writing, by yourself and with others.

Close Read: Self Examination

Toward the end of the essay, Lorde accentuates the collective responsibility and ongoing process of reclaiming language, which means also taking stock of one’s role as an individual. Rather than offering something prescriptive, Lorde once again prompts a reflective process. Close-read the passage below, and as you go along, circle/underline/highlight only 1 or 2 words that anchor the meaning of the sentence for you. For example, “role” in the first sentence.

In the transformation of silence into language and action, it is vitally necessary for each one of us to establish or examine her function in that transformation and to recognize her role as vital within that transformation. For those of us who write, it is necessary to scrutinize not only the truth of what we speak, but the truth of that language by which we speak it. For others, it is to share and spread also those words that are meaningful to us but primarily for us all, it is necessary to teach by living and speaking those truths by which we believe and know beyond understanding. Because in this way alone we can survive, by taking part in a process of life that is creative and continuing, that is growth.

Looking at each of the words you emphasized, write down some notes about what you think this means in the context of the paragraph, and then Lorde’s essay overall. What does this tell you about the dynamic between the individual and the collective?

Write: Responding through Reflection

Midway through the paragraph, Lorde begins to outline different roles or functions: those who write (writer), those who share and spread words (connector), and those who teach by living out their truths (teacher).

First, brainstorm what you associate with each role: writer, connector, and teacher.

• What are some examples of each? Hint: think outside the box and people who do these things even if it’s not an official or professional position (for example, a neighbor may teach you a valuable lesson even though it’s not in a classroom).
• What qualities do you associate with each role?

Now, take some time to respond to the ideas in the passage above through your own reflection:

• As a writer, how truthful are you? When you write (speak, express yourself) do you feel you are truthful? Does your language feel truthful? How do you know?
• As a connector, how do you spread words (ideas, insights) that are meaningful to you? Who do you share with? What role do you play in sharing?
• Finally, in what ways do you “teach by living and speaking” the truths that are meaningful to you? What is the difference between not just writing or sharing but living these ideas? What does it mean to you to think about yourself as a teacher?

Write Together: Manifesto for Transformation

Compare your reflections with others and form groups based on which dimension you identify with most: writer, connector, teacher. Work together to write a manifesto about your insights on this particular role inspired by Lorde’s call to transform silence into language and action.

If it’s helpful: a manifesto is a public statement that offers a set of principles and usually includes a call to action. In keeping with Lorde, this kind of writing is pretty charged with vitality and is oriented toward change!