There is often only so much one can do in an undergraduate classroom, especially when teaching freshmen and sophomores. Getting them over the hump of passive versus active voice can sometimes feel like a sisyphean task. For every two steps forward, some kid will be lingering five steps back. God bless ’em.
Where, then, does Kira Dreher’s excellent contribution, “Engaging Plain Language in the Technical Communication Classroom,” fit into our own Comm classes? Dreher argues for the explicit linking, in the classroom, between plain language, social justice, and access to information as part of the dialogue between instructor and student. In turn, I argue that although the lessons may not appear to sink in, introducing these concepts in our classrooms is not only do-able, it’s necessary.
As Dreher writes, “plain language has become a critical and highly relevant site where students can grapple” with the theories, practices, and effects of communication in their own disciplines (46). Otherwise disengaged students perk up and start paying attention when you bring their attention to the various ways in which the communication practices being taught in the classroom have real-world effects on individuals, especially when it comes to social justice. All communication is inescapably political, with questions of power, privilege, and access a part of every communicative act. Demonstrating this in the classroom is a necessary first step to teaching plain language; it makes the ideas of clarity, concision, and design much more relevant for students.
As part of her excellent article, Dreher includes several suggested exercises for instructors to use in their own classrooms. One which we could productively use within our own Comm classrooms might be “Example 3: Plain Language in Specific Fields,” which begins on page 60. We don’t have necessarily have students whose educational and work careers will focus on the concept of “technical” communication, but each one of our students will be called upon to write plainly in their own field. In this exercise, students are asked to research plain language requirements in their own fields and to consider how these specific requirements contrast against such resources as plainlanguage.gov. Making these sorts of direct links demonstrates to students that the strategies we teach in class — active voice, clarity, concision, information design — are more than just ways to keep them busy over the course of a semester.
We do our students a disfavor if we fail to discuss plain language in the classroom, as there’s no guarantee that they’ll be exposed to these ideas once they leave our purview (one hopes otherwise, regardless). Ensuring that it’s a clear part of their earliest education at the university level means that they have the chance to carry these ideas with them as they move towards their career goals.
“All communication is inescapably political” đź‘Źđź‘Źđź‘Ź also, I chose the same activity! I think students can really benefit from a deeper understanding of standards and requirements in their own fields
This is fantastic work Barbara. I love that you said, “All communication is inescapably political…” When looking at accessibility for all students, the resources and changes needed are only through syrup speed channels of bureaucracy. I plan to incorporate plain language in the classroom as a lesson soon to instill a sense of awareness surrounding language, design, and expression.
Hey Barbara! It is so true that Plain Language engages otherwise disengaged students. Somehow, just phrasing concepts another way makes all the difference. It’s interesting to see how you bring it into lessons on active vs. passive voice and conclusion.
I love your idea of leading the discussion based on the actual ethical/social justice concerns of plain language. In my classroom, I try to hammer home the idea that good science communication is an ethical imperative of scientists. Attaching plain language considerations to that lesson would fit right in, and might serve as a more concrete and tangible way for students to see what, precisely, they can do to be effective and ethical communicators.
I appreciate that you pull in an example from the text itself, but also you highlight its importance to not only tech-com, but all of the courses that are being taught. It gets their minds flowing and makes them think, hopefully engaging them not only just when it is taught, but as a reference to lean on when needed. Your relation to your real life classroom is also very relatable- it can be a struggle, and though students may seem to not be engaged sometimes, even the undercurrents of memory will surface and remind them of what we’ve taught involving plain language!
Love your points about how PL can be a frame to explain the work of the class beyond busywork and how you link the importance of teaching PL within their disciplines to their career path.