A prolific painter of portraits before and after the French Revolution ...

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ch07.qxd 12/2/04 11:58 AM Page 323 techniques for explaining 323 for the Clairol advertisements? Cite particular paragraphs where Twitchell explains how the Clairol advertisements anticipated and successfully managed the problem of audience. 4. Key word choices (diction) played an important role in the success of the Clairol advertisements. Find three examples from the essay that show how Polykoff used—or didn’t use—a key word in order to make the advertisement more successful. 5. Explaining essays should have a lead-in that captures the reader’s attention, a thesis that focuses the essay’s main points, and a conclusion that captures and reemphasizes the thesis and brings closure to the essay—often by picking up an idea introduced earlier in the essay. Review Twitchell’s lead-in, thesis, and conclusion. By yourself or in a small group, choose one of these three elements and revise it to make it more effective. 6. In paragraph 15, Twitchell briefly mentions the “motif of mother and child” that appears in every Miss Clairol advertisement. On the Internet or on your library’s databases, research cultural images of mother and child. Start by examining traditional Christian imagery. Consider the painting of Marie Antoinette at the beginning of this chapter and Dorothea Lange’s famous photograph of a migrant mother. How does the mother–child imagery work in those pictures to make them more effective? (What is the political or cultural goal of both pictures?) Then, working in a small group in your class, develop Twitchell’s idea about the motif of mother and child. Why is this image culturally so important? Why was it rhetorically so important in the Miss Clairol advertisements? PROFESSIONAL WRITING How Male and Female Students Use Language Differently Deborah Tannen Everyone knows that men and women communicate differently, but Deborah Tannen, a linguist at Georgetown University, has spent her career studying how PROFESSIONAL COPY—NOT FOR RESALE
ch07.qxd 12/2/04 11:58 AM Page 324 324 Chapter 7 explaining and why their conversational styles are different. Tannen’s books include Conversational Style: Analyzing Talk Among Friends (1984), her best-selling You Just Don’t Understand: Women and Men in Conversation (1990), and I Only Say This Because I Love You (2001). In the following article from The Chronicle of Higher Education, Tannen applies her knowledge of conversational styles to the classroom. How do men and women communicate differently in the classroom? What teaching styles best promote open communication and learning for both sexes? As you read her essay, think about your own classes. Do the men in your classes talk more than the women? Do men like to argue in large groups, while women prefer conversations in small groups? How clearly— and convincingly—does Tannen explain discussion preferences and their effects in the classroom? CRITICAL READING In Chapter 5, Sonja H. Browe argues in her summary/response essay that Tannen’s description of her own classroom research widens the focus of the essay from gender differences to cultural differences. Therefore, Browe claims, Tannen does not “stay focused on her original thesis.” Ask students to review Tannen’s essay, focusing on paragraphs 15–24. Do their analyses confirm or refute Browe’s claim? When I researched and wrote my latest book, You Just Don’t Understand: Women and Men in Conversation, the furthest thing from my mind was reevaluating my teaching strategies. But that has been one of the direct benefits of having written the book. The primary focus of my linguistic research always has been the language of everyday conversation. One facet of this is conversational style: how different regional, ethnic, and class backgrounds, as well as age and gender, result in different ways of using language to communicate. You Just Don’t Understand is about the conversational styles of women and men. As I gained more insight into typically male and female ways of using language, I began to suspect some of the causes of the troubling facts that women who go to single-sex schools do better in later life, and that when young women sit next to young men in classrooms, the males talk more. This is not to say that all men talk in class, nor that no women do. It is simply that a greater percentage of discussion time is taken by men’s voices. The research of sociologists and anthropologists such as Janet Lever, Marjorie Harness Goodwin, and Donna Eder has shown that girls and boys learn to use language differently in their sex-separate peer groups. Typically, a girl has a best friend with whom she sits and talks, frequently telling secrets. It’s the telling of secrets, the fact and the way that they talk to each other, that makes them best friends. For boys, activities are central: their best friends are the ones they do things with. Boys also tend to play in larger groups that are hierarchical. High-status boys give orders and push low-status boys around. So boys are expected to use language to seize center stage: by exhibiting their skill, displaying their knowledge, and challenging and resisting challenges. 1 2 3 PROFESSIONAL COPY—NOT FOR RESALE
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