3.1.1

Writing About Gender

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When Do I Write About Gender?

Your knowledge of gender can be assessed in a couple of ways:

Paper 2, Section A, Question 1

Paper 2, Section A, Question 1

  • Question type: Evaluate the idea that…
    • This question is asking you for a discussion of your knowledge of gendered language.
    • It is worth 30 marks – 10 are for your argument and terminology, 20 are for your knowledge of theories and concepts.
    • You should write formally and in an academic style.
Paper 2, Section B, Question 4

Paper 2, Section B, Question 4

  • Question type: Write a/an…
    • This question is worth 30 marks and assesses your ability to write creatively (10 marks) and your knowledge of theories and concepts (20 marks).
    • It will ask you to write an opinion-based piece based on two articles you will have analysed in the previous question.
    • You MUST bring in your knowledge of genderlect, and it must be relevant to the topic the articles are about.
    • You should also try to bring in these articles to your piece.
When to NOT bring in knowledge

When to NOT bring in knowledge

  • In Paper 1, Section A, Questions 1,2 and 3, you may get texts which are about/feature women. You should NOT bring your theories into these questions at all.
  • In Paper 2, Section B, Question 3, the texts may be about genderlect – you MUST NOT bring theory into this question.
Schools of thought

Schools of thought

  • There are four main schools of thought for gendered language. You will often hear them referred to as the 'four Ds':
    • Dominance.
    • Deficit.
    • Difference.
    • Diversity.
Jump to other topics
1

Language Levels

1.1

Assessment Objectives

1.1.1Assessment Objectives
1.2

Lexis

1.2.1Introduction1.2.2Common, Proper, Abstract & Concrete Nouns1.2.3Collective Nouns1.2.4Adjectives1.2.5Main, Auxiliary & Copular Verbs1.2.6Dynamic & Stative Verbs1.2.7Transitive, Intransitive, Active & Passive Verbs1.2.8Mood of Verbs1.2.9Adverbs1.2.10Personal, Possessive & Reflexive Pronouns1.2.11Relative & Demonstrative Pronouns1.2.12Determiners1.2.13Conjunctions1.2.14Synonyms, Antonyms & Phonological Features1.2.15End of Topic Test - Lexis
1.3

Grammar

1.3.1Morphology1.3.2Clauses1.3.3Phrases1.3.4Present Tense1.3.5Past Tense1.3.6Future Tense1.3.7End of Topic Test - Grammar
1.4

Semantics & Pragmatics

1.4.1Semantics1.4.2Pragmatics
1.5

Discourse Structure, Graphology & Orthography

1.5.1Discourse Structure1.5.2Graphology & Orthography1.5.3End of Topic Test - Semantics, Graphology etc.
2

Language, The Individual & Society

2.1

Children’s Language Development

2.1.1The Exam2.1.2Phonemes, Vocal Tract & Articulation2.1.3Writing About Phonemes2.1.4Phonological Simplification2.1.5A Child's First Year & Consonant Acquisition2.1.6Beginning Stages of Language2.1.7Lexical Development2.1.8Stages of Development2.1.9End of Topic Test - Child Language Development
2.2

Children's Language Development - Theories

2.2.1Behaviourism2.2.2Interactionism2.2.3Challenging Interactionism2.2.4Nativism2.2.5Nativism - Exam Answer2.2.6Cognitivism2.2.7Social Constructionism2.2.8Writing About Spoken Acquisition2.2.9End of Topic Test - Development Theories
2.3

Literacy Development: Reading

2.3.1Introduction2.3.2Phonics vs Whole Word2.3.3Debates in Reading2.3.4Modelling Reading Acquisition2.3.5Other Reading Theories2.3.6End of Topic Test - Reading
2.4

Literacy Development: Writing

2.4.1Orthography2.4.2Kroll's Theory2.4.3Barclay's Theory2.4.4Creativity vs Accuracy2.4.5Other Writing Theories2.4.6The Exam2.4.7End of Topic Test - Writing
3

Language Diversity & Change

3.1

The Importance of Gendered Language

3.1.1Writing About Gender3.1.2Dominance Theory3.1.3Interruptions - Zimmerman & West3.1.4Deficit Theory3.1.5Difference Model3.1.6Difference Model - Men3.1.7Diversity Model3.1.8End of Topic Test - Gendered Language
3.2

Social Groups

3.2.1Writing About Social Groups3.2.2Social Class3.2.3Social Class 23.2.4Age3.2.5Age - Teen Speak3.2.6Milroy’s Belfast Study3.2.7Labov’s Martha’s Vineyard Study3.2.8End of Topic Test - Social Groups
3.3

Occupational Groups

3.3.1Writing About Occupational Groups3.3.2Jargon3.3.3Conversations3.3.4Hierarchy & Power3.3.5End of Topic Test - Occupational Groups
3.4

Accents & Dialects

3.4.1Writing About Accent & Dialect3.4.2Introduction to Accents & Dialects3.4.3Accents - Matched Guide Experiment3.4.4Accents - Received Pronunciation & Brummie3.4.5Dialects - Dialectal Variations3.4.6Accent & Dialect Case Study - London3.4.7End of Topic Test - Accents & Dialects
3.5

Language Change

3.5.1Writing About Language Change3.5.2Modelling Change3.5.3Modelling Change 23.5.4Lexical Change3.5.5Semantic Change3.5.6End of Topic Test - Language Change
3.6

History of English

3.6.1Old English3.6.2Old English 23.6.3Middle English3.6.4Middle English 23.6.5Early Modern English3.6.6Late Modern English3.6.7Present Day English3.6.8Global English3.6.9American English3.6.10Modelling Global English3.6.11End of Topic Test - History of English

Practice questions on Writing About Gender

Can you answer these? Test yourself with free interactive practice on Seneca — used by over 10 million students.

  1. 1
    Which questions should you NOT bring theories about gender into?Fill in the list
  2. 2
    How many marks is Paper 2, Section A, Question 1 (Evaluate the idea that...) worth?Fill in the list
  3. 3
    How many marks is Paper 2, Section B, Question 4 (Write a/an…) worth?True / false
  4. 4
    Features of Paper 2, Section B, Question 4 (Write a/an…):Fill in the list
  5. 5
    Which exam questions should you bring in your knowledge of genderlect and gendered language?Fill in the list
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End of Topic Test - Writing

Dominance Theory