A substantial body of evidence suggests that sexual bias in the college composition classroom compounds the confusion about what constitutes good writing. Here little is understood or acknowledged concerning the sometimes marked differences in abilities and interests of the two sexes. The effects of such ignorance are particularly devastating to female freshmen because society has not prepared or supported them for the college experience as it has for males. The result seems to be that females in subtle ways continue, at the college level, to feel less interesting, intelligent, and qualified than males. Masculine prose style continues to be held up as the ideal, and syllabi often demand writing assignments that are difficult for females--for example, the argumentative paper. Most shocking is the fact that widely adopted freshman composition texts still stereotype females or ignore them altogether. There appears to be a real need for instructors, and students as well, to understand both the genetic and culturally shaped sexual differences that produce different writing styles, together with a need to teach androgynous, rather than masculine, style as the ideal. / Source: Dissertation Abstracts International, Volume: 42-10, Section: A, page: 4435. / Thesis (Ph.D.)--The Florida State University, 1981.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_74616 |
| Contributors | KUETT, PATRICIA COLLIER., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 159 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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