For next week, you have two things due:

Your Case study #2 proposals, the requirements of which I handed out to you all in class (but can also be accessed online).

Readings/Viewing (to respond to in blog):

  • “Differences,” p. 157-191, TT
  • “There is No Unmarked Woman,” p. 499-504, SOL
  • View: Ben Sharpa’s “Hegemony” (below)

Instead of asking you specific questions about the reading, I’m presenting a few image and text exercises below that I want you to consider, in relationship to what the texts and viewing talks about. Choose one out of the following three exercises and then respond to ALL of the prompt questions for each exercise:

1. First, go to one of your lengthier blog posts (should be at least two to three full paragraphs long) and copy your post. THEN, go to the following website: Gender Guesser, and where prompted, paste your blog response into the Gender Guesser and hit “ANALYZE”. What were your results? Were they correct or incorrect? (My sample, which I shall show you in class next time gave a very high probability that I was male AND European). Now — consider the following questions:

a) Thinking about the readings and how language is often “marked;” in what ways might this program have read your own writing and come up with the results that it did (whether correct or not)?

b) What do you imagine are certain “female” or “male” qualities within your use of language that made the program respond the way it did?

c) What does this program suggest about language and gender? How does this exemplify some of the arguments made by Deborah Tannen in “There is No Unmarked Woman”? Is language engendered?

2. Take a look at the following images, considering them in relationship to the readings.

gayguys.jpg ethnic-mix.jpg

a) What does each image suggest or communicate about gender, race, sexuality, and class? Why? How? Be sure to discuss each image and what it communicates in reference to the readings!

3. Consider Ben Sharpa’s video on Hegemony. In what ways does the video communicate race, gender, sexuality, and class? And how do these speak to the audience? How does the representations of any (gender, race, class, etc) seem to be utilized to make the message in the video stronger or more effective? Be sure to reference the readings when discussing the video.