Abstract
Abstract This article argues that the oral performance of personal monologues in first-year composition courses allows students to identify meaningfully with one another across difference at a time when the American political climate too often forecloses such opportunities. The author considers the opportunity personal monologue provides for parrhesia that recontextualizes the space in which deliberative discourse occurs. Drawing on a case study of the author's food-based composition course, this article provides supporting evidence for the power of performed personal monologue to encourage mutual identification among students that creates a new foundation for subsequent discourse.
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