Comma Splices

Deborah Tannen, who is a professor of linguistics, says in her essay, "How Male And Female Students Use Language Differently", that after she made her book, “You Just Don’t Understand: Women and Men in Conversation” that one of the unintended benefits was that she gets to reevaluate her teaching strategies and see how male and females act differently in class. As you read through her essay you can tell that Deborah Tannen wants her readers to think about why males tend to speak more in discussions than females and the reason for this difference in the classroom and also how we can improve the classroom for both men and women.Although Tannen tends to get off topic and doesn 't have much evidence to back up some of her claims, she states

Emerson refers to educating “a boy” and “a man” and uses masculine pronouns when referring to students. As a reader, does this gender bias affect how receptive you are to Emerson’s ideas?

"Gender Stereotyping in the English Language" written by Laurel Richardson in 2003, Richardson argues people use the English language in such a way that limits, depreciates and ultimately dehumanizes women . Richardson develops and supports this theory by proposing the notion that historically, women have not only been limited by the terms used to describe them, but women are raised to think they must be confined to subservient jobs,  that customarily require less skill. Richardson's purpose through writing this article is to highlight an issue often overlooked, in order to promote the appropriate and equitable use of the English Language. The author intends for this principle to be turned into practice among women, men and children developing linguistic habits.

The phenomenon of being addressed about one's performance of Gender is called gender policing. For the most part there are three approaches to react to Gender policing:

In the introduction to my first essay the 3rd sentence contains an easily remediable comma splice: “Not me, I live for this.” Later in the same paragraph I made the same mistake with “My operators think they are the ones who drive me into these situations – they’re wrong, I am the one who drags them into the belly of the beast.” Prior to ENC1101, I would never consider the preceding sentence wrong. After learning about the proper usage of commas and semicolons, I realized I have been creating comma splices all my life. Learning what independent clauses were and how to properly punctuate them has given my writing a greater sense of credibility. Replacing the comma with a semicolon, the punctuation used to separate 2 independent clauses, fixes them. Another error exposed during this course was my improper use of word forms. An example is shown here from my second essay “Seeing their demeanor switch from animosity to appreciative made me feel rewarded for my efforts”. Reading that sentence in my mine seems fine, but on closer inspection the words “animosity” and “appreciative” are not in same form. This course (specifically the SmartThinking program) has shown me that making word forms agree leads to more fluid writing. Correcting these errors leads to more mature writing and will make future professors respect my writing

The writing handbook I use is The Little Seagull Handbook. The specific area I see myself making the most mistakes with punctuation is comma splices. Sometimes I place commas in sentences where I think they are supposed to be, but really they are not. I think punctuation is probably the most common mistake I make when writing a paper. I changed my second goal to providing more details and examples in my writing. I thought I expanded pretty well on important specifics in my papers, but I noticed there are still some parts where I do not provide sufficient detailed information. An example of this would be not providing enough details on my goals I make; I am striving to meet this goal by the end of the course. The way I see myself determining

Arthur Schopenhauer said, “Man can do what he wills, but he cannot will what he wills.” John Green used this quote in the beginning of his novel, Turtles All The Way Down to represent the main character. The book follows a teenager named Aza who can’t get out of her thoughts. She has an ongoing struggle of not being able to control her anxiety and paranoia of getting a rare disease called C. diff along with other intrusive thoughts getting in the way of her life. Through the use of stylistic details such as syntax, details, and language, Green develops characterization.

Britz knows firsthand the hard struggle these admission officers face. Because male applicants are far fewer than female, the women have little room for a blunder. An applicant could excel in every single area and be slightly lacking in test scores, and there would be much debate as to whether or not she would be admitted. If “she” was actually a “he,” he wouldn’t have been debated at all.

"Russian!" My nerves blocked me from noting the inquiry regarding my educator's nationality. That was one bit of data I learned. Quickly, the class made presumptions about her name and emphasize, in view of our predispositions, not realities. In the wake of creating numerous reactions, we found our educator is from Argentina. The following proficient analysis was at home, looking into an inquiry from the early on survey alluding to preferred gender pronouns (PGP), the pronouns individuals support when conversing with or about them. This activity showed regard for one's sex character in the class, another foundation exercise highlighting inclusion.

Gender roles and expectations have a lot of impacts on our society and it needs to be changed in order to create a better civilisation. Although our society has ameliorated tremendously in the past years, there are still some discriminatory actions among genders that are affecting someone 's life negatively. Any remaining differential between genders need to be changed for a better moral standard of living.

Through her use of the rhetorical devices of personal experience, ethos, and comparison, venerated Georgetown linguistics professor Deborah Tannen persuaded me to concede with her argument that males and females communicate differently in the classroom, as indicated in her 1991 article How Male and Female Students Use Language Differently. In this composition, she emphasizes that because of intersexual differences in utilizing the spoken word in class differently, instructors, including herself, consider reevaluating their teaching strategies. In her case, revising the approach involved building experience through closely monitoring her classes and collaborating with colleagues.

Prior to reading the article Doing Gender, I have never paid attention to the concept of doing gender. I found it interesting how these roles go so unnoticed because they are so enforced in our society. We never stop to think or questions if an individual’s actions are masculine or feminine. For example, some of us are just so use to having our mothers cook and our dad’s do all the heavy lifting but we never stop to think why is it like this or what does this represent.

High School Teacher (Video 8, Jayne): In this video, the teacher’s goal is to teach the students about Angelo names. She believes that knowing these names can make reading and comprehension easier for them if in case any Angelo name was used in the text. She assigns an activity within which the students practice the Angelo names. And then, the teacher helps them to read and focus on the Angelo names. One of the students read the sentence and thinks that Jill is a male name. Here, the teacher corrects her and states that knowing Jill is name of female or male make a big difference in comprehension. Every culture or nation has different types of specific nouns used for females and males. The teacher knows that this cultural difference can

Gender differences occur in many aspects of a person’s life whether it is culture, politics, occupation, family and relationships, or the economy (just to name a few). One major difference in gender occurs in learning and education in the elementary and secondary levels. Research has found that males and females learn differently in many aspects of education. First of all, female and male brains are constructed differently affecting the way they learn; this leads to basic differences in learning and also gives an introduction into why the way one learns differs according to gender and how males and females learn subjects and tasks differently. Second, males and females are treated differently, sometimes unconsciously, in educational

The next model for explaining gender differences is the interactionist model. According to this model, gender roles are “fragile” and need to be continuously reinforced. This is described as “doing gender.” The example given by Cherlin is as follows: after dinner, a husband and wife are cleaning up. The husband is helping by sponging crumbs off of the table, however, he leaves many crumbs on the table while sheepishly smiling at his wife. According to the interactionist model, this man has reinforced gender roles because he is (nonverbally) communicating to his wife that even though is a brilliant attorney, he is unwilling or unable to perform stereotypically feminine duties. Interactions such as these continuously reinforce