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Findings are discussed in relation to the academic, professional, and political discourse of difference, and its influence on interpretations of gender and writing achievement.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/discourses-of-difference-examining-gender-differences-in-linguistic-characteristics-of-writing-part-1/597290/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/discourses-of-difference-examining-gender-differences-in-linguistic-characteristics-of-writing-part-1/597290.png","ImageObject",300,407,{"name":42,"@type":43},"Blue Pony","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does the study examine regarding gender and writing?","Question",{"text":63,"@type":64},"It investigates gender differences (or similarities) in linguistic competence in writing by analyzing secondary-aged writers’ linguistic characteristics.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What do the results suggest about the size of gender differences?",{"text":68,"@type":64},"The analysis reveals limited differences overall, but highlights repeated patterns in boys’ writing.",{"name":70,"@type":61,"acceptedAnswer":71},"How are the findings interpreted in the study?",{"text":72,"@type":64},"The findings are discussed in light of a prevailing academic, professional, and political discourse of difference surrounding gender and writing.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},597290,1792191667,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962090760266,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","DISCOURSES OF DIFFERENCE? EXAMINING GENDER DIFFERENCES IN LINGUISTIC CHARACTERISTICS OF WRITING  \nSusan Jones and Debra Myhill University of Exeter, UK  \nSet in the context of international concerns about boys’ achievements in writing, this article presents research that explores gender differences or similarities in linguistic competence in writing. Drawing on the results of a large‐scale analysis of the linguistic characteristics of secondary‐aged writers, we outline gender difference in the sample. The article explains the limited differences revealed through this analysis but highlights the repeated pattern of differences in boys’ writing, mirroring parallel patterns in able writers. The findings are discussed light of the prevalent discourse of difference that permeates academic, professional, and political consideration of gender and writing.  \nKeywords: linguistic development, writing processes, identity  \nDans le droit fil des inquiétudes que suscite le rendement scolaire des garçons en écriture, cet article présente une recherche sur les différences et les similitudes selon lesexe quant à l’aptitude à écrire. Analysant les résultats d’une vaste étude portant sur les caractéristiques linguistiques d’élèves du secondaire, les auteurs tiennent compte des différences selon le sexe dans l’échantillon. Ils expliquent les différences limitéesqu’a révélées cette analyse tout en soulignant le profil répétitif des différences dans les écrits des garçons, faisant en cela écho à des caractéristiques parallèles chez les élèves ayant une aptitude à écrire. Les auteurs discutent des conclusions à la lumièredu discours sur la différence partout présent dans les considérations pédagogiques, professionnelles et politiques sur le genre et l’écriture.  \nMots clés : développement linguistique, processus d’écriture, identité  \n_______________________  \nCANADIAN JOURNAL OF EDUCATION 30, 2 (2007): 456‐482  \nThe perception that girls are more successful at language‐based activities than boys is not new, although, as Cohen (1998) points out, it has not always been perceived as a problem. Reflecting on gender difference in language from a historical perspective, Cohen provides comments from the eighteenth century that note the elegancy of women’s language, an achievement all the more remarkable because women did not learn grammar. However, women’s accomplishments in language domains were positioned not as intellectual advantages, but as testimony to their innate inferiority to men. Citing Hannah More in 1785, Cohen observes that men’s apparent reticence and inarticulacy was a sign not of intellectual deficit, but of the depth of masculine reflection and strength of mind. By contrast, a woman’s verbal facility indicated female superficiality and thoughtlessness: female linguistic dexterity was regarded as mere transient talkativeness, reflecting shallow thought, while male taciturnity was evidence of intellectual superiority. Thus were women’s linguistic capacities effectively constructed as valueless when set against the image of masculine intellectual strength, exemplified in reserved and self‐regulated verbal skills. In the context of the present concern for boys’underachievement in literacy relative to girls, scholars have argued that once again girls’achievements have been overlooked, and that the case for boys’ under‐achievement has been overstated, particularly when set against the socio‐economic disadvantages that contribute to underachievement (Fabian Commission 2006; Gillborn & Mirza, 2000; Osler, Street, Lall, & Vincent, 2002) Indeed, Delamont (1999) has described this discrepancy as giving rise to an irrational sense of panic about the state of boys in education. Likewise, Smith (2003) contests the moral panic surrounding the debate and illustrates through statistical analysis of examination results in English that the gap between boys and girls has remained pretty stable since the early 70s and is currently at its lowest.  \nNonethel","cbCaigsDdt7F0v2t","https://ap.wps.com/l/cbCaigsDdt7F0v2t","pdf",334149,27,"English","# Introduction\n## Gender differences in linguistic competence\n## Discourses of difference in gender and writing\n## Historical perspectives on gender and language\n## Educational debates and achievement gaps","[{\"question\":\"What does the study examine regarding gender and writing?\",\"answer\":\"It investigates gender differences (or similarities) in linguistic competence in writing by analyzing secondary-aged writers’ linguistic characteristics.\"},{\"question\":\"What do the results suggest about the size of gender differences?\",\"answer\":\"The analysis reveals limited differences overall, but highlights repeated patterns in boys’ writing.\"},{\"question\":\"How are the findings interpreted in the study?\",\"answer\":\"The findings are discussed in light of a prevailing academic, professional, and political discourse of difference surrounding gender and writing.\"}]","DISCOURSES OF DIFFERENCE? EXAMINING GENDER DIFFERENCES IN LINGUISTIC CHARACTERISTICS OF WRITING - Part 1 | PDF",1792084751,68]