IAN BARNARD, PH.D.DEPARTMENT OF ENGLISH

CALIFORNIA STATE UNIVERSITY, NORTHRIDGE

Persuasive Writing: Language and Gender

Student Learning Outcomes for This Module

You will demonstrate your ability to engage with research and argument around issues of language and gender.

You will demonstrate your ability to use your research and new media to write persuasively.

You will demonstrate your ability to critically reflect on your writing and the writing of others, and to situate yourself in debates around gender and language.

Introduction to the Topic

Watch this short video.

After you have watched the video, click on the YouTube “like” or “dislike” icon (note that you

will need to sign in to YouTube in order to complete this task; if

you do not have a YouTube account, create one now).

GENDER AND LANGUAGE

Mini-Lesson

Overview of Current Practice

Most professional and academic organizations (e.g., The National

Council of Teachers of English, The Modern Language Association of America) now regard the generic masculine as sexist, and expect

publications and presentations to adhere to their non-sexist language

guidelines.

Click here to view the NCTE guidelines.

What About “Guys”??

There seems to be less consensus about the word “guys.” In the video clip you watched, Michaela Angela Davis objects to the use of “guys” as a generic word to include people of all genders. The first respondent to the video clip writes, “I like Michaela but If she has a problem with ‘guys’ ...I mean...come on man...”

Questions to Think About:

Do you use “guys” in conversation?

Do you think it’s sexist to use “guys” to refer to women or to refer to a mixed-gender group?

Rebuttals

Those who defend the use of “men,” “mankind,” or “man” in a generic way may say that the word isn’t gender specific. Think about how you might argue against this position. Come up with as many counter-points as possible.

Additional Resources

If you’re interested in researching this issue further, here are some resources to get you started: Frank, Francine Wattman, et al.

Language, Gender, and Professional Writing: Theoretical Approaches and Guidelines for Non-Sexist Usage.

Hofstadter, Douglas R. “A Person Paper on Purity in Language.”

Lakoff, Robin. “Talking Like a Lady.” Spender, Dale. “Man-Made Language.”

Spreading Support

Come up with examples of two sentences using the word “guys,” where it’s clear that “guys” is referring specifically to men (e.g., “How many guys were at the party

last night?”).

Tweet your two sentences to your

writing circle colleagues.

PERSUASIVE WRITING

Mini-Lesson

Inductive Reasoning

Browse through the responses to this YouTube clip.

Think about which responses you find more persuasive and which less

persuasive.

Characteristics of the more persuasive responses:

Characteristics of the less persuasive responses:

1. First characteristic2. Second

characteristic3. Third

characteristic4. Fourth

characteristic

1. First characteristic2. Second

characteristic3. Third

characteristic4. Fourth

characteristic

Makes Two Lists

Applying What You Have Learnt

Persuasive Writing

Now return to the first YouTube clip you watched, and write a one paragraph persuasive

comment in the comment box (note that you need to log in to YouTube

in order to comment).

Your comment should address Michaela Angela Davis’ objection to the generic use of “guys” (you may agree or disagree with Davis) and

should include as many characteristics from your

“Characteristics of the More Persuasive Responses” list as

possible.

Sharing and Feedback

Setting Up Sharing

Collect the mobile phone numbers of the members of

your writing circle.

Send your writing circle members a text message with your YouTube user

name, so that they can find your comment on the

YouTube video.

Evaluation and Reflection

Read over the YouTube comments from your writing circle members (look

for the user names you received via text message).

Now write a one paragraph reflection in your blog in which

you discuss which of your writing circle member’s

YouTube comment you found most persuasive–explain why

you found it particularly persuasive.

Dissemination

Your writing circle will share its most

persuasive comment with the rest of the class