2008-2009 14168 Gender and Sex in English-Language Texts 14168 Gnero y sexo en textos en lengua inglesa [Actividades de mejora

ra e innovacin docente en Filologa Inglesa ~ PIE Pla dInnovaci Educativa] Profesor responsable Dr. Jos Santaemilia

I.- DATOS INICIALES DE IDENTIFICACIN Nombre de la asignatura: GENDER AND SEX IN ENGLISH-LANGUAGE TEXTS Carcter: OPTATIVA Mdulo: 14168 Titulacin: FILOLOGA INGLESA Ciclo: Segundo ciclo Departamento: Filologia Anglesa i Alemanya Profesores responsables: Dr. Jos Santaemilia II.- INTRODUCTION TO THE SUBJECT Gender is one of the main dimensions in our lives at personal, social, political and cultural levels. In this course we look at sex (our biological basis) and gender (a socio-ideological construct which derives from biological sex) primarily through the lens of language and discourse. The growing field of gender and language studies has passed from a detailed catalogue of linguistic traits differentiating men and women, to a focus on discursive and ideological strategies which serve to establish, reinforce or challenge sexual or gender-linked inequality in all sorts of communicative events. This is an introduction to a field which benefits from the background and experiences of students who are about to take a degree in English Philology. The focus of the course is mainly practical the lecturer will try to encourage class discussion and out of class reflection on daily issues and situations.

III.- WORK LOAD 5 credits (ECTS) Attendance theoretical/practical classes. Examinations Attendance at tutorials (to elaborate papers and reports) Seminars and group discussion sessions Total number of hours of class attendance Time dedicated to studying for the theoretical/practical classes (set readings, class notes, etc.) Preparation and documentation for papers and reports on group discussions (search for material, reading specialized literature, conversation transcriptions, participant observation activities, etc.) Studying for and preparing to sit examinations. Auxiliary activities, typing up notes, visits to the library, Hores/curs 33 hours 3 hours 6 hours 3 hours 45 hours 25 hours 50 hours

20 hours 10 hours

photocopying material, etc. 105 hours Total number of hours work outside class TOTAL WORKLOAD 150 hours IV.- GENERAL OBJETIVES to explore the relationship between gender and language/discourse at an introductory graduate level. to examine the nature and function of sex differences and/or similarities in communication. to examine the contrast between stereotypes about how women and men communicate and the actually occurring patterns. to examine sex differences and/or similarities in linguistic forms (pronunciation, vocabulary, syntax, etc.); conversational patterns; issues of status and politeness; gender bias in language use and strategies for changing sexist linguistic practices; etc. to teach students to be critical towards gender-biased stereotypes about language use. to stimulate awareness of how culturally enshrined ideas about gender affect language and the use of language and, in turn, how linguistic conventions for the expression of gender differences and/or similarities tend to reinforce these ideas. V.- MINIMUM CONTENTS 1.- GENDER AND LANGUAGE STUDIES: INTRODUCTION. 2.- MEN AND WOMEN IN HISTORY. 3.- SEX AND GENDER: THE NATURE/CULTURE DEBATE. 4.- SEX, GENDER AND IDENTITY. 5.- LANGUAGE, GENDER AND DISCOURSE 5.1. Language and discourse. 5.2. Language, discourse and gender. 5.3. Differences vs. similarities in language and gender research. 5.4. Gender and language ideologies. Gender stereotypes. 6.- EVOLUTION OF LANGUAGE AND GENDER STUDIES 6.1. Folklinguistics 6.2. Dialectology 6.3. Sociolinguistics 6.4. Pragmatics and Discourse Analysis 6.5. Self-help literature 7.- GENDER AND PRAGMATICS: SITUATED ANALYSES 7.1. Gender and language in use: Pragmatic analysis of gender. 7.2. Women and men speaking I: Conversation, turn-taking, interruptions 7.3. Women and men speaking II: Gender and politeness. 8.- GENDER BIAS IN LANGUAGE: SEXISM. 8.1. The propriety of language: Naming. 8.2. Sexism in English. 8.3. Changing gender bias in language. Guidelines for non-sexist language usage. 9.- SEXUAL DISCOURSE AND POWER. 9.1. Gender, language and sex. Language and desire. 9.2. The discourse of sex and power.

10.- TEXT AND GENDER: GENDER IN VARIOUS DISCOURSES. 10.1. Gender and literary discourse. 10.2. Sex, gender and advertising. 10.3. Language, media and gender. 11.- THE TRANSLATION OF GENDER.

VI.- SKILLS TO BE ACQUIRED To acquire sound knowledge of the main concepts related to gender and sex. To be able to recognize the linguistic traits associated with men and women, their similarities and their differences. To be able to recognize the functions of gender-related linguistic phenomena and its social and ideological implications. To be able to detect discriminatory features in a variety of texts. To be able to challenge the above-mentioned discriminatory features. To be able to transmit to future students a desire for linguistic, sexual and ideological equality. VII.- SOCIAL SKILLS To be able to detect gender- or sex-related problems in social situations. To be able to work and solve problems in groups. To be able to discuss problems and phenomena using rational criteria. To be able to communicate through writing or orally in English in academia contexts. To be able to participate and collaborate in the classroom, language laboratory and computer room both with the teacher and other students. To learn and to be able to demand respect for anyones gender or sexual identity. To foster plurality and multidisciplinarity in analysing discursive concerns. VIII.- CONTENTS AND PLANNING SCHEDULE WEEKLY PLANNING SCHEDULE Week # 1 Week # 2 Week # 3 Week # 4 Presentacin del curso 1.- GENDER AND LANGUAGE STUDIES: INTRODUCTION. 2.- MEN AND WOMEN IN HISTORY 3.- SEX AND GENDER (I): The nature/culture debate Sex vs. Gender 3.- SEX AND GENDER (II): Gender roles 4.- SEX, GENDER AND IDENTITY (I) 4.- SEX, GENDER AND IDENTITY (II): Gender and Sexual Identities 5.- LANGUAGE, GENDER AND DISCOURSE (I):

Week # 5

Language, discourse and gender. Week # 6 5.- LANGUAGE, GENDER AND DISCOURSE (II): Differences vs. similarities. Gender and language ideologies. Gender stereotypes. 6.- EVOLUTION OF LANGUAGE AND GENDER STUDIES (1) Folklinguistics (2) Sociolinguistics 6.- EVOLUTION OF LANGUAGE AND GENDER STUDIES (3) The pragmatics of gender / Self-help 7.- GENDER AND PRAGMATICS: Pragmatic analysis of gender. Women and men speaking I: Conversation, turn-taking, interruptions Women and men speaking II: Gender and politeness. 8.- GENDER BIAS IN LANGUAGE: SEXISM (I) The propriety of language: Naming. 8.- GENDER BIAS IN LANGUAGE: SEXISM (II) Changing gender bias in language. Guidelines for non-sexist language usage. 9.- SEXUAL DISCOURSE AND POWER Week # 13 10.- TEXT AND GENDER (I): Gender and literary discourse. 10.- TEXT AND GENDER (II): Sex, gender and advertising. Language, media and gender. 11.- THE TRANSLATION OF GENDER

Week # 7

Week # 8

Week # 10

Week # 11

Week # 12

Week # 14

Week # 15

IX.- BIBLIOGRAPHY Basic Bibliography Adler, Max H. (1978) Sex Differences in Human Speech. A Sociolinguistic Study. Hamburg: Helmut Buske Verlag. Cameron, Deborah & Don Kulick (2003) Language and Sexuality. Cambridge: C.U.P. Cameron, Deborah (ed.) (1990) The Feminist Critique of Language. London: Routledge.

Coates, Jennifer & Deborah Cameron (eds.) (1988) Women in their Speech Communities: New Perspectives on Language and Sex. New York: Longman. Coates, Jennifer (1986) Women, Men and Language. London: Longman Scientific and Technical. Crawford, Mary (1995) Talking Difference On Gender and Language. London: Sage Publications. Eckert, Penelope & Sally McConnell-Ginet (2003) Language and Gender. Cambridge: C.U.P. Flotow, Luise von (1997) Translation and Gender. Translating in the Era of Feminism. Manchester/Ottawa: St. Jerome Publishing/University of Ottawa Press. Graddol, David & Joan Swann (1989) Gender Voices. Oxford: Basil Blackwell. Lakoff, Robin (1975) Language and Womans Place. New York: Harper & Row. McConnell-Ginet, Sally; Ruth Borker & Nelly Furman (eds.) (1980) Women and Language in Literature and Society. Westport, Conn./New York: Praeger. Oakley, Ann (1972) Sex, Gender and Society. Aldershot, Hampshire: Arena. Romaine, Suzanne (1999) Communicating Gender. London: Lawrence Erlbaum Associates. Smith, Philip M. (1985) Language, the sexes and society. Oxford: Blackwell. Spender, Dale (1980) Man Made Language. London: Routledge Kegan & Paul. Talbot, Mary M. (1998) Language and Gender: An Introduction. Cambridge: Polity Press. Tannen, Deborah (1990) You Just Dont Understand. Women and Men in Conversation. New York: William Morrow/Ballantine Books. Set readings Text 1 Proyecto de Ley por la que se modifica el Cdigo Civil en materia de derecho a contraer matrimonio (21-1-2005). Text 2 Wollstonecraft, Mary (1792) Vindication of the Rights of Women - Introduction Text 3 Maltz, Daniel N. & Ruth A. Borker (1982) A cultural approach to malefemale miscommunication. In John J. Gumperz (ed.) Language and social identity. Cambridge: C.U.P. 196-216. Text 4 Cameron, Deborah (2003) Language, gender and sexuality. In Jos Santaemilia (ed.) Gnero, lenguaje y traduccin. Valencia: Universitat de Valncia/Direccin General de la Mujer. 202-214. Text 5 Tannen, Deborah (1990) You Just Dont Understand. Women and Men in Conversation. New York: William Morrow/Ballantine Books. Text 6 Eckert, Penelope & Sally McConnell-Ginet (1992) Think Practically and Look Locally: Language and Gender as Community- Based Practice. Annual Review of Anthropology 21: 461-490. Text 7 Mills, Sara (2005) Gender and Impoliteness. Journal of Politeness Research 1: 263-280. Text 8 Guidelines for non-sexist language Text 9 Santaemilia, Jos (2005) Researching the language of sex: gender, discourse and (im)politeness. In Jos Santaemilia (ed.) The Language of Sex: Saying and Not Saying. Valencia: Universitat de Valncia. 3-22.

X.- Methodology Theory classes: each week students should attend classes, read the obligatory texts and prepare the paper(s) and report(s).

The reading weeks are for autonomous study. Students can prepare classwork, do homework, prepare for examinations, research for and write papers, etc. If you follow the PIE methodology, you will have to visit the Aula Virtual web site on a regular basis to pick up materials, do exercises and liaise with your lecturer. Please upload your photograph to the Aula Virtual site (http://pizarra.uv.es).

XI.- LEARNING ASSESSMENT - 3 continuous assessment Tests (60% of final mark). The material for these Tests consists of class notes + set readings (Texts 1 to 12). - 2 individual papers (40% of final mark) (assigned by lecturer)