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Language, Gender, and Culture

Language, Gender, and Culture

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Language, Gender, and Culture

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  1. Language, Gender, and Culture Mrs. Gonzalez ERWC-12th Grade

  2. Anticipation Guide • Please read the sentence and put an honest “yes” or “no” next to each sentence

  3. Choose 1 • Quickwrite 1: One or two generations ago, men and women seemed to have firmer codes for how to behave: men could be loud and assertive, but women were expected to dress modestly and to use a feminine voice. Do you think these “rules” for male and female behavior still hold true today? From your own experiences and observations, what can you point to as support for your position? • Quickwrite 2: Families have their own rules for how male and female members should talk and behave. Think back to the advice you have heard in your family or to the rules you have noticed family members following. Describe the communication styles of talking and behaving for men and women in your family.

  4. Quickwrite • Although tennis fans seem to find it “normal” that male tennis players grunt when they swing the racket forcefully, many sports journalists have complained that when female tennis players grunt during a hard swing, it is “distracting” from the game. What do you suspect is behind their objection? Explain your reasoning.

  5. Video clips •

  6. Communication • What does the term communication mean? Do a search of the word’s origin/history. Then list what you consider to be effective means of communication and ineffective means of communication.

  7. Predictions • What can you infer from the title “His Politeness is Her Powerlessness?” • Read the 1st paragraph. What might Tannen mean by “Often, the labeling of ‘women language’ as ‘powerless language’ reflects the view of women’s behavior through the lens of men’s [behavior]?”

  8. 1st Reading • What is Tannen’s thesis? • Is Tannen assuming that only women are seeking to build rapport, when in fact this may be part of men’s intentions as well? Explain • Is Tannen subtly valuing women’s speech as superior to that of men? Explain. • Has she merely exchanged one value hierarchy for another? Explain. • What are the advantages and disadvantages of characterizing linguistic styles according to gender?

  9. Tree 1: Indirect Communication • Consider the tree trunk drawn on the board labeled “Indirect Communication.” As a class, find some of Tannen’s vocabulary expressing this concept. Put each of the words on a branch of the tree, one word per branch. • Think of some words from your own experience that relate to the idea of “indirectness” and add those to the tree, one word per branch. • Finally, can you think of any film characters that embody these characteristics? • Discuss the different connotations of some of these words.

  10. Tree 2: Direct Communication • Consider the tree trunk drawn on the board labeled “Direct Communication.” As a class, find some of Tannen’s vocabulary expressing this concept. Put each of the words on a branch of the tree, one word per branch. • Think of some words from your own experience that relate to the idea of “directness” and add those to the tree, one word per branch. • Finally, can you think of any film characters that embody these characteristics? • Discuss the different connotations of some of these words.

  11. Rereading Tannen • In paragraphs 3 & 4, how does Tannen explain women’s tendencies to use “covert” communication strategies? Provide 2 reasons of proof. • What common assumption is Tannen asking readers to question? Explain • Highlight Tannen’s major points in one color and her proof in a different color.

  12. Structure • Does her essay’s form mirror its contents?(Is her essay indirect or direct?) • Why does Tannen devote the majority of her article to analyzing women’s speech? • Does Tannen use more ethos, pathos, or logos? Does this rhetorical choice strengthen or undermine the persuasiveness of her argument?

  13. Responding • Reflect back to your original thoughts. Have they shifted in anyway because of Tannen’s article? Explain. • Write a 1 page response to the following: • People often say one thing and do another. What does Tannen mean when she says “Only modern Western societies place a priority on direct communication and even for us it is more a value than a practice” (para. 8)? What does it mean to say direct communication is more valued than it is practiced? Do you agree that we claim to value direct speech, but often act otherwise? Give specific examples based on your personal experience.

  14. Getting ready to read Kingston • Choose from one of the following • In your experience, how do quiet students get treated in school? What are the advantages and/or disadvantages of being quiet? • Silence can also be seen as a form of power. Under what circumstances might that be the case?

  15. Predictions • What can you infer from the title of the chapter from which this excerpt is taken: “Song for a Barbarian Reed Pipe?” Based on the title, generate a short list of predictions regarding what this chapter is likely to be about. • “When I went to kindergarten and had to speak English for the first time, I became silent.” Why do you suspect she “became silent?”

  16. Give one, Get one • Fold your paper in half lengthwise. • Label the left column “Give one” and the right column “Get one” • In the left column, list everything that you know about Japanese Internment Camps

  17. Japanese Internment • WWII • After the attack on Pearl Harbor in Dec 1941, Pres. Roosevelt signed Executive Order 9066, which forcibly interned 120,000 people of Japanese ancestry. • More than two-thirds were US citizens.

  18. Chiang Kai-shek • He fought against Mao Zedong in the Communist Revolution of the 1920s in mainland China. He led a fight against Japan in the 1930s.

  19. Sun Yat-sen • He was the symbol and leader of the Chinese nationalist revolution, which overthrew the Manchu rulers. He sought to bring democracy, nationalism, and people’s rights to China and was named provisional president of the Republic of China in 1911.

  20. The Korean War 1950-1953 • In the Korean War, North Korea, supported by the Soviet Union, invaded South Korea, which was aided by the United States. China was also drawn into the conflict. An agreement between the warring sides, reached in 1953, established a demilitarized zone between North and South Korea.

  21. Ghosts • In The Woman Warrior, Kingston uses the word “ghost” to refer to those who are outside the family. “Ghost” tends to be used as a disparaging term to refer to those who are ostracized or seen as inferior in some way.

  22. Words to know Highlight the words in the article Then read the sentences surrounding the word. Circle words that give you clues as to what the vocabulary word means. Draw arrows from the circles to the vocabulary word it is describing. Next to the vocab. word, create a short definition. • Sullen • Guttural • Talk-story • Faltering • Arrogant • Sarcastic

  23. 1st Reading • What does Kingston say characterizes traditional Chinese speech, and what kind of speech is valued? • On pages 1-3 the narrator describes the differences between American and Chinese schools. How were rules different in the two schools, and why do you think it was easier for her at Chinese school? • What did the narrator learn was the American idea of feminine speech? How did she alter her speech in order to be accepted in the classroom and by her peers?

  24. Rereading Kingston • Why do you think the narrator paints black over her pictures? About this blackness she says, “I was making a stage curtain, and it was the moment before the curtain parted or rose.” Once she took the pictures home, she noted that they were “so black and full of possibilities.” What do these pictures seem to say about her?

  25. Given the narrator’s feelings about speaking and silence, why do you think she bullies the little girl in the bathroom? Go back through the text and look specifically for what she criticizes in the other girl. This might tell you what she is most anxious about in herself. Why is the narrator focused on these supposed qualities in the girl? • How can you account for the narrator’s mysterious year and a half of illness at the end?

  26. Go back to the original predictions you made about the meaning of the chapter title. Then look specifically for references in the text to words like “song,” “voice,” “flutes,” “sounds,” “silence,” and the other related ideas. What do these terms seem to connote? What do they suggest about the narrator’s attempts to express her identity?

  27. In paragraph 44 the narrator says, “I hated the younger sister, the quiet one. I hated her when she was the last chosen for her team, and I, the last chosen for my team. I hated her for her China doll haircut. I hated her at music time for the wheezes that came out of her plastic flute.” What is the effect of using such repetition?

  28. Responding to Kingston • Infer what Kingston believes are important qualities to develop as one grows up. • Write 1 page explaining your perspectives, and incorporate at least 2 quotes from the article.

  29. Create the following chart Example from Tannen Example from Kingston passive polite indirect aggressive powerful powerless insecure Once you have the chart done, then choose 1 pattern and explain in an analysis paragraph what is meant by this form of communication.

  30. Getting ready to read Ehrlich • When you think of the phrase “American Cowboy” what associations, personal traits, and images come to mind?

  31. Looking at language • Let’s read the first paragraph. • What are the contrasts that Ehrlich builds throughout the 1st paragraph? • What or whom does she seem to be quoting?

  32. 1st Read • Try to figure out what is the main point of the article

  33. As you reread the text, highlight the passages that indicate what kinds of evidence the author uses to define herself as an insider in the cowboy world. When you are done reading, look back at the SOAPSTone you completed yesterday. As a group, figure out the right answers. Sample answer for Kingston: A young girl struggling to adapt to a new countries’ ideals is the speaker of the excerpt from Kingston. Like many child-immigrants, change is scary as seen by our young girl and her silence in school. Many who are immersed into a new language and culture fear ridicule and would rather remain silent until they are comfortable with their “new” selves. This is seen by the young girl throughout her schooling. She feels more comfortable at “Chinese” school than at “American” school, for that is where she can speak the language she has always known and enjoy the rituals she is familiar. Rereading

  34. Responding • Make a list of “traditional words used to describe cowboys.” • Make a list of “unlikely words used to describe cowboys.” • What kind of portrait does each list paint of the American cowboy? What happens when you put the 2 lists together like the author does?

  35. Choose 1 article to use • What is the major argument made? Prove it. • Is the author trustworthy? Explain your reasoning. • What emotions is the author trying to evoke from the audience? Explain your reasoning.

  36. Write a 1 page portrait about someone you know well. • First start, by making a list of words that describe how this person is commonly perceived by others. Then make a list of words that reveal this person as a more multidimensional human being. • Now, write your page.

  37. Paper Prompt • Tannen, Kingston, and Ehrlich describe communities with which you may be somewhat unfamiliar. These writers invite you to see the “inside story” with fresh eyes. They complete stories that may be only partially understood. • Write about a community that you would argue also needs to be better understood. How is it typically understood, and what are the hidden realities? Does the group have a distinctive language style, use specific culturally valued objects, or dress in particular ways that communicate their feelings about one another or beliefs about the social world? Use specific details and examples from your own experience or your observations of others to prove your point.