The masquerade: Gender, identity, and writing for the web
Computers and Composition Volume 16, Number 1, ISSN 8755-4615 Publisher: Elsevier Ltd
This article explores the nature of gender in cyberspace by reporting a case study of two classes that used online posting of student papers to facilitate peer response critiquing. When posting their papers, students could use their real identities or pseudonyms. In the study, we track online responses, breaking them down by gender and identity. The diversity of pseudonyms chosen, the way those choices impacted students' writing, and the types of responses generated by both pseudonyms and real names are examined. The nature of the pseudonym selection process and its implications for Web-based writing are also considered. This investigation sheds light on a number of important Internet writing issues. First, it reveals how some students feel disempowered by their own gender, in particular how many women may feel that choosing a male pseudonym is necessary for credibility. Second, it sheds light on the readers' responses to particular identities. Finally, we consider the significance of gender choices in terms of classroom conflict.
Pagnucci, G.S. & Mauriello, N. (1999). The masquerade: Gender, identity, and writing for the web. Computers and Composition, 16(1), 141-151. Elsevier Ltd.
- case studies
- Classroom Environment
- composition gender identity Internet pedagogy peer response revision technology World Wide Web
- computer mediated communication
- higher education
- Reader Response
- Sex Differences
- Sex Role
- Student Behavior
- World Wide Web
- Writing (Composition)
- Writing Evaluation
- Writing Research
Cited ByView References & Citations Map
Chih-Hsiung Tu, Northern Arizona University, United States; Cherng-Jyh Yen, Old Dominion University, United States; Michael Blocher, Northern Arizona University, United States
International Journal of Online Pedagogy and Course Design Vol. 1, No. 3 (July 2011) pp. 33–49
Comparing Online Argumentative Writing with In-Class Argumentative Writing as Assignment to the Instructor
Meng-Che Hsieh, Teaching English to Speakers of Other Languages, National Chiao Tung University, Taiwan; Shiou-Wen Yeh, Teaching English to Speakers of Other Languages, Taiwan
EdMedia + Innovate Learning 2012 (Jun 26, 2012) pp. 920–924
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.