Analytical Reading and Writing

Order Description

writing style: smh

words: 700

Referencing As many needed

Instructions for the WT3

The primary text is the SMH Farrelly opinion piece

Students are asked to respond to this text and to incorporate 2 other (supplied) texts (media and/or academic articles) in their answer.

The main (textual) topics are:

Feminism and sexist language

Swearing

Political Correctness

The ‘aesthetic alibi’: art or satire is excused from normal rules

Homophobic language penalty (recent case in Rugby)

Gangsta Rap as it enacts racism, misogyny, etc.

In addition, students should find 1 other (academic) article relating to the topic, and utilise this in their response.

This means we are looking at a Reference List and utilisation of 4 texts in their 700 word response.

Referencing will be marked more stringently for this task.

The general topic is:

“Do we have the right to offend, and to not be offended by language use?”

General instructions:

Using the Farrelly (SMH) article, respond to the question supplied. In your answer, you should select 2 texts (from the WT3 folder on vUWS) which relate to specific areas of language use: e.g. Gangsta Rap, Swearing. In addition, you should conduct research and locate an academic article on this topic. This academic article should be clearly referred to in your answer. Your answer should look at multiple points of view. Word count: 700, not including the Reference List and Question.

Essay Why Sexist Language Matters

Sherryl Kleinman1

For eleven years I’ve been teaching a sociology course at the University of North Carolina on gender inequality. I cover such topics as the wage gap, the “second shift” (the disproportionate amount of housework and child care that heterosexual women do at home), the equation of women’s worth with physical attractiveness, the sexualizing of women in the media, lack of reproductive rights for women (especially poor women), sexual harassment, and men’s violence against women. But the issue that both female and male students have the most trouble understanding—or, as I see it, share a strong unwillingness to understand—is sexist language.

I’m not referring to such words as “bitch,” “whore,” and “slut.” What I focus on instead are words that most people consider just fine: male (so-called) generics. Some of these words refer to persons occupying a position: postman, chairman, freshman, congressman, fireman. Other words refer to the entire universe of human beings: “mankind” or “he.” Then we’ve got manpower, man-made lakes, and “Oh, man, where did I leave my keys?” There’s “manning” the tables in a country where we learn that “all men are created equal.”

The most insidious, from my observations, is the popular expression “you guys.” People like to tell me it’s a regional term. But I’ve heard it in Chapel Hill, New York, Chicago, San Francisco, and Montreal. I’ve seen it in print in national magazines, newsletters, and books. I’ve heard it on television and in films. And even if it were regional, that doesn’t make it right. I bet we can all think of a lot of practices in our home regions we’d like to get rid of.

Try making up a female-based generic, such as “freshwoman,” and using it with a group of male students, or calling your male boss “chairwoman.” Then again, don’t. There could be serious consequences for referring to a man as a woman—a term that still means “lesser” in our society. If not, why do men get so upset at the idea of being called women?

1Correspondence should be directed to Sherryl Kleinman, Department of Sociology, University of North Carolina, Chapel Hill, NC 27599-3210; e-mail: kleinman@email.unc.edu. 299 °C 2002 Human Sciences Press, Inc. P1: GVM Qualitative Sociology [quso] ph108-quas-369336 March 20, 2002 17:48 Style file version Nov. 19th, 1999

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