Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Gender in a modern society
The impacts of the gender stereotype
Media portrayal of gender stereotypes
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Clive Thompson’s article “He and She: What’s the Real Difference?” poses the controversial question that various millennials have been debating for years: “What the heck is gender, anyway?” (365). For a large number of people, gender exists as a social divide solely based on whether an individual is anatomically and biologically male or female; nevertheless, there are those who argue that gender involves more than what anatomy and biology offer. Regardless of the perspective, gender affects how one behaves both privately and publicly, appears in social and private settings, communicates with others, and above all, uses language for literary purposes. Thompson’s writing observes the experiment of Bar-Ilan University’s professor, Moshe Koppel. …show more content…
In his article, Thompson exposes Koppel’s evidence that women use more personal pronouns when writing than men. A group of Koppel’s computer scientists analyzed the writings of men and women by comparing them with their invented algorithm. The team found that women tend to utilize a greater number of personal pronouns than men. Often times men write about objects rather than people while women enjoy writing about people and expressing their emotions. (365). Personal pronouns such as “he”, “she”, “you”, and “they” produce personal and emotional meanings, and because women express their emotions more frequently than men, women gravitate toward the use of personal pronouns in their writing. By adding factual evidence into the article, the author places the focus of his writing on the usage of personal pronouns in women’s writing. Similar to Thompson, McWroter’s explains how the usage of pronouns should completely be gender neutral in literature (373-379). The entire article concentrates on the personal pronouns “they” and “he/she”. At first, McWhroter discusses the use of “they” as a singular pronoun although grammar experts consider it to be a plural pronoun. According to McWhroter, “they” creates a more gender neutral style in writing than “he/she”
Davidson, Cathy N. and Linda Wagner-Martin. The Oxford Companion to Womenâs Writing In The United States. New York: Oxford United Press, 1995.
“On Not Saying ‘I do’” and “For Better, For Worse” have diverse writing styles. First, Dorian Solot’s essay is in first person. Solot states, “I must have missed the day in nursery school when they lined up all the little girls and injected them with the powerful serum that made them dream of wearing a white wedding dress” (490). This sentence is an example of how Solot’s writing style is mostly in first person. However, Stephanie Coontz’s essay is in third person. Coontz states, “As late as the 1960s, two-thirds of college women in the United States said they would marry a man they didn’t love if he met all their, often economic, criteria” (497). This is an example of a sentence where Coontz’s writing style is in third person. Second, Solot’s writing style is very personal. Solot discusses her personal ideas, experiences, and focuses. Solot explains, “In my early twenties, about three years into my relationship with my partner, Marshall, the occasional subtle hints that my family and friends were ready for an engagement announcement became decided...
In his article, “The Gender Gap at School,” David Brooks scrutinizes common gender roles and introduces the idea that biological factors may play a role in human development. He begins his essay by analyzing the three gender segregated sections in any airport, which include the restrooms, security pat-down areas, and the bookstore. He goes on to explain that the same separation occurs in the home. Brooks includes a study given to nine hundred men and women who were asked to name their favorite novel. The study determined that men preferred novels written by fellow men, whereas women favored books written woman.
Gender Matters is a collection of various essays on feminist linguistic texts analysis, by Sara Mills. Mills develops methods of analyzing literary and non-literary texts, in addition to conversational analysis based on a feminist approach. The author draws on data from her collection of essays gathered over the last two decades on feminism during the 1990s. The essays focus on gender issues, the representation of gender in reading, writing, and in public speaking. Furthermore, it highlights the importance of feminists’ analysis of sexism in literature and the relation between gender and politeness. The article is informative for my research paper, as my topic is going to cover language analysis of the text and who women reading and writing differs according to the discourse analysis within linguistic, psychology, case studies audiences and surveys. The book would be helpful, particularly the last three essays that discusses gender, public speaking, the question of politeness and impoliteness in public speaking. Mills’ analysis is not complete without including the idea of global notions of both women and men, to see whether women and men write and read in the same way globally. Therefore, an update would enrich the book’s discussion section. Although, Mills addresses the class and race theme in language and public speaking, I will only look into the role of language that plays a part in doing or reducing gender in literary, non-literary texts and in conversation.
In Gender Trouble, Judith Butler discusses complications with constructions of inner and outer worlds of the body. She argues that “internalization of gender”, as common linguistics describes it, is a part of the heterosexual hegemonic binary of gender conformity which distinguishes inner and outer worlds. Gender, in the commonly accepted model, is innate and through a process of bringing out the inner gender is expressed. Butler proposes, instead, that “the gendered body is performative” and “has no ontological status apart from the various acts which constitute its reality” (173). Thus, gender does not exist within a person, a part of the body itself, but is a performance constructed through many displays. Gender is not explicitly connected to identity because it is not internal but rather on the body. Butler says that drag “reveals the distinctness of those aspects of gendered experience which are falsely naturalized as a unity through the regulatory fiction of heterosexual coherence. In imitating gender, drag implicitly reveals the imitative structure of gender itself – a...
There is no doubt that the literary written by men and women is different. One source of difference is the sex. A woman is born a woman in the same sense as a man is born a man. Certainly one source of difference is biological, by virtue of which we are male and female. “A woman´s writing is always femenine” says Virginia Woolf
This article was written to bring attention to the way men and women act because of how they were thought to think of themselves. Shaw and Lee explain how biology determines what sex a person is but a persons cultures determines how that person should act according to their gender(Shaw, Lee 124). The article brings up the point that, “a persons gender is something that a person performs daily, it is what we do rather than what we have” (Shaw, Lee 126). They ...
As Lorber explores in her essay “Night to His Day”: The Social Construction of Gender, “most people find it hard to believe that gender is constantly created and re-created out of human interaction, out of social life, and is the texture and order of that social life” (Lorber 1). This article was very intriguing because I thought of my gender as my sex but they are not the same. Lorber has tried to prove that gender has a different meaning that what is usually perceived of through ordinary connotation. Gender is the “role” we are given, or the role we give to ourselves. Throughout the article it is obvious that we are to act appropriately according to the norms and society has power over us to make us conform. As a member of a gender an individual is pushed to conform to social expectations of his/her group.
Gender, in society today, is clarified as either being male which embodies traits of masculinity or on the other hand being female embodying traits of femininity. However the embodiment of these traits are just actions, decisions, or expressions rather than sexual anatomical features we are born and constrained by. Gender depictions are less a consequence of our "essential sexual natures" than interactional portrayals of what we would like to convey about sexual natures, using conventionalized gestures. (West, Zimmerman p.130) This excerpt reinforces the idea that society should view gender not as a absolute but rather a work in progress during your day to day routine. This capability to accept that gender is something you do rather than something that is leads opens up the tolerance to realize the implications that traditional gender views have impacted
Wood, J. T. (2013). Gendered lives: communication, gender & and culture (10th ed.). Boston, MA: Wadsworth Cengage Learning.
The presence of gender through this the twenty-first century is no longer black and white (nor was it ever explicitly male or female at anytime). In a time of push towards acceptance of all people, no matter their social standpoint, the time of questionnaires and government documents asking whether one is male or female, has become extremely complex. “Gender” as a concept represented through the body is not simply a configuration of how the body formed. Rather, gender is performed and represented through and using the body – hence referring to Waskul and Vannini’s theory of the body being embodied when they state in their piece Body/ Embodiment: Social Interaction and the Sociology of the Body (2006),
Gender is such a ubiquitous notion that humans assume gender is biological. However, gender is a notion that is made up in order to organize human life. It is created and recreated giving power to the dominant gender, creating an inferior gender and producing gender roles. There are many questionable perspectives such as how two genders are learned, how humans learn their own gender and others genders, how they learn to appropriately perform their gender and how gender roles are produced. In order to understand these perspectives, we must view gender as a social institution. Society bases gender on sex and applies a sex category to people in daily life by recognizing gender markers. Sex is the foundation to which gender is created. We must understand the difference between anatomical sex and gender in order to grasp the development of gender. First, I will be assessing existing perspectives on the social construction of gender. Next, I will analyze three case studies and explain how gender construction is applied in order to provide a clearer understanding of gender construction. Lastly, I will develop my own case study by analyzing the movie Mrs. Doubtfire and apply gender construction.
Wood, J. T. (2011). Gendered Verbal Communication. Gendered Lives: Communication, Gender, and Culture (10th ed., pp. 118-137). Boston, MA: Cengage.
Many female writers see themselves as advocates for other creative females to help find their voice as a woman. Although this may be true, writer Virginia Woolf made her life mission to help women find their voice as a writer, no gender attached. She believed women had the creativity and power to write, not better than men, but as equals. Yet throughout history, women have been neglected in a sense, and Woolf attempted to find them. In her essay, A Room of One’s Own, she focuses on what is meant by connecting the terms, women and fiction. Woolf divided this thought into three categories: what women are like throughout history, women and the fiction they write, and women and the fiction written about them. When one thinks of women and fiction, what they think of; Woolf tried to answer this question through the discovery of the female within literature in her writing.
This study aimed to investigate how the speaker employs personal pronouns (we, you, I) in scholastic discourse with special attention to the utilization of "you" through the analysis of the Michigan Corpus of Scholastic Communicated in English (MICASE). The result of the study was that there was only one common pronoun used which is “you”. One is a hypothetical form “if you were/are” in college students’ speeches, which demonstrates that the speaker intends to engage the audience in the talk, rather than using impersonal forms or third person. The use of third person point of view will not make it ambiguous. “You” requires a specific person for addressing to a certain person making it personal and less formal. Because of this, “you” should be avoided in academic writing. In addition, the reason why “you” is frequently used because the pronoun “you” collocates with verb such as “you get”, “You think” “you have” and etc. This stud y about personal pronoun has bearing on the present study since both deals with pronouns. The study supports the present study since both are about academic. In addition, the findings of the study will justify that using the pronoun ‘you’ will not achieve the sense of objectivity in academic writing.