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Student writing: gender and visibility; then and now
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| Zeitschriftentitel: | English Teaching: Practice & Critique |
|---|---|
| Personen und Körperschaften: | |
| In: | English Teaching: Practice & Critique, 14, 2015, 3, S. 404-418 |
| Format: | E-Article |
| Sprache: | Englisch |
| veröffentlicht: |
Emerald
|
| Schlagwörter: |
| author_facet |
Poulsen, Chris Poulsen, Chris |
|---|---|
| author |
Poulsen, Chris |
| spellingShingle |
Poulsen, Chris English Teaching: Practice & Critique Student writing: gender and visibility; then and now Linguistics and Language Language and Linguistics Education |
| author_sort |
poulsen, chris |
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Poulsen, Chris 1175-8708 Emerald Linguistics and Language Language and Linguistics Education http://dx.doi.org/10.1108/etpc-06-2015-0048 <jats:sec><jats:title content-type="abstract-heading">Purpose</jats:title><jats:p>– The purpose of this paper is to examine a selection of creative writings by students at one Australian secondary school over a period of 50-plus years, charting the frequency with which key markers of gender appear in student storytelling over this period and sampling the types of gendered representation demonstrated in these stories.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-heading">Design/methodology/approach</jats:title><jats:p>– Taken from a larger study, and grounded in feminist and poststructuralist reading practices, the research draws on Critical Discourse Analysis and quantifies verbal processes relating to gender using Halliday and Matthiessen’s Systemic Functional Linguistics (SFL) (2004).</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-heading">Findings</jats:title><jats:p>– The research finds the visibility of females in the selected corpus has increased considerably, yet the nature of female and male participation in these texts remains comparatively unchanged when measured by the process types of Halliday and Matthiessen’s SFL (2004).</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-heading">Originality/value</jats:title><jats:p>– If past decades of (pro)feminist choices are only challenging gendered patterns of representation at the level of quantity but not type, this has significant implications for teachers of English. The paper’s conclusion considers what more might be done in present and future teaching to assist students to problematise their own, as well as others’, representations of gender.</jats:p></jats:sec> Student writing: gender and visibility; then and now English Teaching: Practice & Critique |
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student writing: gender and visibility; then and now |
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Linguistics and Language Language and Linguistics Education |
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http://dx.doi.org/10.1108/etpc-06-2015-0048 |
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2015 |
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404-418 |
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<jats:sec><jats:title content-type="abstract-heading">Purpose</jats:title><jats:p>– The purpose of this paper is to examine a selection of creative writings by students at one Australian secondary school over a period of 50-plus years, charting the frequency with which key markers of gender appear in student storytelling over this period and sampling the types of gendered representation demonstrated in these stories.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-heading">Design/methodology/approach</jats:title><jats:p>– Taken from a larger study, and grounded in feminist and poststructuralist reading practices, the research draws on Critical Discourse Analysis and quantifies verbal processes relating to gender using Halliday and Matthiessen’s Systemic Functional Linguistics (SFL) (2004).</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-heading">Findings</jats:title><jats:p>– The research finds the visibility of females in the selected corpus has increased considerably, yet the nature of female and male participation in these texts remains comparatively unchanged when measured by the process types of Halliday and Matthiessen’s SFL (2004).</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-heading">Originality/value</jats:title><jats:p>– If past decades of (pro)feminist choices are only challenging gendered patterns of representation at the level of quantity but not type, this has significant implications for teachers of English. The paper’s conclusion considers what more might be done in present and future teaching to assist students to problematise their own, as well as others’, representations of gender.</jats:p></jats:sec> |
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| description | <jats:sec><jats:title content-type="abstract-heading">Purpose</jats:title><jats:p>– The purpose of this paper is to examine a selection of creative writings by students at one Australian secondary school over a period of 50-plus years, charting the frequency with which key markers of gender appear in student storytelling over this period and sampling the types of gendered representation demonstrated in these stories.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-heading">Design/methodology/approach</jats:title><jats:p>– Taken from a larger study, and grounded in feminist and poststructuralist reading practices, the research draws on Critical Discourse Analysis and quantifies verbal processes relating to gender using Halliday and Matthiessen’s Systemic Functional Linguistics (SFL) (2004).</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-heading">Findings</jats:title><jats:p>– The research finds the visibility of females in the selected corpus has increased considerably, yet the nature of female and male participation in these texts remains comparatively unchanged when measured by the process types of Halliday and Matthiessen’s SFL (2004).</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-heading">Originality/value</jats:title><jats:p>– If past decades of (pro)feminist choices are only challenging gendered patterns of representation at the level of quantity but not type, this has significant implications for teachers of English. The paper’s conclusion considers what more might be done in present and future teaching to assist students to problematise their own, as well as others’, representations of gender.</jats:p></jats:sec> |
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| spelling | Poulsen, Chris 1175-8708 Emerald Linguistics and Language Language and Linguistics Education http://dx.doi.org/10.1108/etpc-06-2015-0048 <jats:sec><jats:title content-type="abstract-heading">Purpose</jats:title><jats:p>– The purpose of this paper is to examine a selection of creative writings by students at one Australian secondary school over a period of 50-plus years, charting the frequency with which key markers of gender appear in student storytelling over this period and sampling the types of gendered representation demonstrated in these stories.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-heading">Design/methodology/approach</jats:title><jats:p>– Taken from a larger study, and grounded in feminist and poststructuralist reading practices, the research draws on Critical Discourse Analysis and quantifies verbal processes relating to gender using Halliday and Matthiessen’s Systemic Functional Linguistics (SFL) (2004).</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-heading">Findings</jats:title><jats:p>– The research finds the visibility of females in the selected corpus has increased considerably, yet the nature of female and male participation in these texts remains comparatively unchanged when measured by the process types of Halliday and Matthiessen’s SFL (2004).</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-heading">Originality/value</jats:title><jats:p>– If past decades of (pro)feminist choices are only challenging gendered patterns of representation at the level of quantity but not type, this has significant implications for teachers of English. The paper’s conclusion considers what more might be done in present and future teaching to assist students to problematise their own, as well as others’, representations of gender.</jats:p></jats:sec> Student writing: gender and visibility; then and now English Teaching: Practice & Critique |
| spellingShingle | Poulsen, Chris, English Teaching: Practice & Critique, Student writing: gender and visibility; then and now, Linguistics and Language, Language and Linguistics, Education |
| title | Student writing: gender and visibility; then and now |
| title_full | Student writing: gender and visibility; then and now |
| title_fullStr | Student writing: gender and visibility; then and now |
| title_full_unstemmed | Student writing: gender and visibility; then and now |
| title_short | Student writing: gender and visibility; then and now |
| title_sort | student writing: gender and visibility; then and now |
| title_unstemmed | Student writing: gender and visibility; then and now |
| topic | Linguistics and Language, Language and Linguistics, Education |
| url | http://dx.doi.org/10.1108/etpc-06-2015-0048 |