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ERIC Number: ED398767
Record Type: Non-Journal
Publication Date: 1996-Mar
Pages: 30
Abstractor: N/A
Reference Count: N/A
Tutors as Male and Female: Gendered Language in Writing Conferences.
Thonus, Terese
A study investigated whether male and female tutors, as institutional representatives, use the same pragmatic features in their language. Ten graduate-student writing tutors, five male and five female, were recorded in sessions with both male and female students at a university writing center. Transcripts were analyzed for turn transition type (latch, pause, interruption), time at talk (mean number of words per turn), frequency of suggestions (mean suggestions per turn), suggestion type selected (indirect, interrogative, first-person modal, second-person modal, imperative), and mitigation strategy (mitigated vs. unmitigated). Results indicate that female time at talk was greater, female tutors used interruption more often for turn transition, made somewhat more suggestions, and favored first- and second-person modal strategies rather than the imperatives chosen by male tutors. However, males were more likely to mitigate their suggestions. Interactional and pragmatic features were also examined for male and female tutors with same- and different-sex students. These results are compared with literature on male/female language in institutional settings. Indications are that gender may influence interaction patterns and suggestions selection and mitigation, but overall, as institutional representatives, male and female tutors' language may be more similar than different. Contains 39 references. (Author/MSE)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A