Running head: GENDER CONFORMITY IN WRITING

Gender Conformity in Writing

Student's Name

Institutional Affiliation
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Gender significantly influences the styles authors utilize in creating their works of

literature. Notably, the author’s sex can be determined by gauging emotions and gender

conformity. For instance, the knowledge of emotions and societal values can be utilized to

identify the genders of the five different authors.

Studies indicate that females remember emotional situations more than males. In this

study, students 1, 4, and 5 depict less recalled emotional situations than students 2 and 3.

Therefore, few recalled emotional incidences in the works of students 1, 4, and 5 indicate that

they are males (LaFrance & Banaji, 1992). For instance, student 1 does not involve deep

emotions when describing the demise of his son in the Afghan war. Furthermore, student 4 does

not involve deep emotions in describing his parents’ divorce. Student 5 relies on facts instead of

emotions in addressing the oppression of men in the divorce settlement incidences. On the other

hand, many recalled emotional incidences in the works of students 2 and 3 indicate that they are

females. For example, students 2 describe her psychological suffering related to her father’s

absence in the childhood and adolescent stages. Student 3 describes the emotional connection

with her friend named Darlene.

The literary pieces generated by the five authors indicate that they live in a patriarchal

society. Patriarchy implies that males are recognized as superior to women (Tannen, 1990).

Students 1, 4, and 5 emphasize the significance of their societal role as men. Firstly, student 1

emphasizes his development from a shy person to an independent and confident man. He

describes his interests in deviating from conventional values by accepting the multiracial

marriage and same-sex marriage. Secondly, student 4 highlights his brevity by citing a point

where he served as a caregiver in his family. He also describes the development of his decision

making abilities through the discovery of his father’s weakness. Finally, student 5 argues that
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men play a central role in raising their children. On the other hand, students 2 and 3 depict

themselves as submissive and dependent on men. The student indicates that men around her

heavily influence her life’s direction and decisions. At this point, she expresses her struggle with

“daddy’s girl complex”. Student 3 depicts young girls learning to prepare cookies. Notably,

women are expected to assume roles like cooking and caring for their husbands in a patriarchal

societal setting.

The review of the 5 literary pieces indicates that male and female authors differ in

writing styles. Notably, women detail more emotional experiences than men. Additionally, men

strive to describe the significance of their masculinity in society. The evaluation shows that

students 1, 4, and 5 are males, while students 2 and 3 are females.

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References

LaFrance, M., & Banaji, M. (1992). Toward a reconsideration of the gender-emotion

relationship. Emotion and social behavior, 14, 178-201.

Tannen, D. (1990). You just don’t understand: Women and men in conversation. New York:

William Morrow.