Research shows that men and women are more likely to exhibit different styles of verbal communication. Men are more prone to adopt what is called “report talk”, while women gravitate more toward

2.  One way that language erases women
 Claim to include both women and men yet
refers only to men.
 Examples are nouns such as businessman,
spokes-man, mailman, and mankind, and
pronouns such as he used to refer to both
women and men.

3.  no problem with male generic language and
that using inclusive language, such as he or
she, is just about political correctness.
 Research…inclusive language is about
something far more substantial than political
correctness.

4.  Women are frequently defined by appearance
or by relationships with others, whereas men
are more typically defined by activities,
accomplishments, or positions.
 Example: Sports
-Women’s sports frequently focuses more on
women athletes’ appearance than on their
athletic skills.
-Male athletes focus on their athletic abilities

5.  Language also reflects social views of
women as passive and men as active when
engaged in sexual activity.
Like…
“He laid her,” “He balled her,” “He screwed
her,” “She got laid,” and “He made love to
her”?
Each of these phrases suggests that, in sexual
activity, men are active, whereas women
are passive.

6.  Our language also reflects society’s view of
women as defined by their relationships with
others rather than as independent agents.
 In Western culture, a woman who doesn’t
marry historically has been viewed with
sympathy or pity.
unmarried American women were called
spinsters or old maids (contrast this with the
nonpejorative term bachelor for men).

7.  In Japan, however, unmarried women are
called leftover, underdog, and parasite single
(Onishi, 1998; Retherford, Ogawa, &
Matsukura, 2001).
 In 2007, Japan’s Health Minister Hakuo
Yanagisawa referred to Japanese women as
“birth-giving machines and devices” (Dyer,
2007).

8.  There are a number of alternatives to the
traditional ways of naming ourselves (Foss,
Edson, & Linde, 2000; Fowler & Fuehrer,
1997).
 Some heterosexual women choose to retain
their birth names when they marry.
 A number of men and women adopt
hyphenated names, such as Johnson-Smith,
to symbolize the family heritage of both
partners.

9.  Another alternative, one less often practiced
so far, is renaming oneself to reflect
matriarchal rather than patriarchal lineage.
 (The term matri-archy means “rule by the
mothers”; it generally refers to systems of
ideology, social structures, and practices that
are created by women and reflect the va-
lues, priorities, and views of women as a
group.)

10.  This involves changing a last name from that
of the father’s family to that of the mother’s.
for example,
Lynn Franklin’s daughter, Barbara, might
rename herself Barbara Lynnschild.

12.  Transgenderism is a variation on gender
norms, and may be understood as a form of
gender nonconformity. Transgenderism, or
Transgendered is a broad, relatively new
term that includes people who live part of
their lives as other than their birth gender,
transsexuals, intersexed people, and cross-
dressers.

13.  The concepts of sex and gender are
essential to understanding human nature
and society, primarily because gender roles
and norms often result as the outcome of the
socialization process. Both psychologists
and sociologists have argued that
personality formation is inherently linked to
gender, by the forces of both nature, or
genetics and biology, and nurture, or the
conditions of the environment as they
directly impact upon males and females.

14.  Gender discrimination in the workplace
occurs when a woman is treated less
favorably than a male for the simple reason
of her sex. Gender discrimination involves a
variety of forms of discrimination, including
such ones as sexual harassment and wage
inequality. The 1964 Civil Rights Act
prohibited employment discrimination based
on an employee’s race, color, religion,
national origin or sex.

15.  Parallel language means equivalent terms. For
instance, male and female are equivalent or
parallel.
Masculine Term Feminime Term
 Master Mistress
 Wizard Witch
 Patron Matron
 Language also reflects social views of women
as passive and men as active participants in
sexual activity. Our language also reflects
society's view of women as more defined by
relationships than men are.

16.  •U.S laws concerning marriage and naming
have undergone significant transformation.
The law was resolved when a Hawaiian
statute requiring women to give up thier birth
names on marriage was ruled
unconstitutional in 1975 ( Schroeder, 1986).
 •Research demonstrates that a great
number of heterosexual men prefer that thier
partners change thier name upon marriage,
and some indicate disappointment or a
feeling a loss if thier partners refuse (
Emens, 2007).

17.  •Currently, approximately 20% of U.S. women
who marrychoose to keep thier birth names (
Foss, Edson & Linde, 2015; Nagem 2015).
 •Like heterosexual couples, lesbian who place
high priority on social recognition of thier
relationship prefer that one or both partners
change thier name. For lesbian who keep thier
names, individual identity is a higher priority (
Suter & Uswald, 2003).

18.  •Like many traditions, those related to
naming are culturally variable. In china,
women keep thier birth names when they
marry, and Quebec has laws requiring
both spouses to keep thier birth names
upon marrying ( Ingber, 2016).

20.  We give names to things that matter to us. We
don’t bother to name what doesn’t matter
(Coates, 1997; Spender,b1984a, 1984b). The
power of naming is clear with sexual
harassment and date rape.
 For most of history, sexual harassment
occurred frequently but was unnamed. Because
it wasn’t named, sexual harassment was not
visible or salient, making it difficult to recognize,
think about, discipline, or stop.

21.  If sexual harassment was dis-cussed at all, it
was described as making advances, getting
out of line, or being pushy.
 None of these phrases conveys the
abusiveness of sexual harassment. And only
with this awareness were efforts devised to
redress sexual harassment.

22.  Until we coined the term date rape, women
had to deal with their experiences without
the language to define and help them think
about grievous violations that often had life
long repercussions (Wriggins, 1998)
 Naming creates awareness.

23.  language is not static. Instead, we
continually change language to reflect our
changing understandings of ourselves and
our world.

24.  We reject terms we find objectionable (girl,
male generics), and we create new terms to
define realities we think are important
(sexual harassment, Ms., womanism).
 As we modify language, we change how we
see ourselves and our world. Further, we
shape meanings in the culture.

26.  A stereotype is a generalization about an
entire class of phenomena based on some
knowledge of some members of the class.
 Relying on stereotypes can lead us to
overlook important qualities of individuals
and to perceive them only in terms of what
we consider common to a general category

27.  Many people stereotype women as
emotional and weak and men as rational and
strong. Stereotypes such as these can
distort our perceptions.
 For instance, women’s arguments are
sometimes dismissed as emotional when in
fact they involve evidence and reasoning
(Mapstone, 1998).

28.  Women who use assertive speech are
frequently described as arrogant and rude,
whereas men who employ emotional
language may be described to be“wimps” or
weak (Rasmussen & Moley, 1986).
 The English language may also encourage
polarized thinking, which is conceiving of
things as absolute opposites.

29.  Something is right or wrong, good or bad,
appropriate or inappropriate.
 Queer performative theory - challenges
polarized language for sex, gender, and
sexual orientation, claiming that the polar—
or binary—terms.
 Our culture’s binary labels for sex, gender,
and sexual orientation encourage us not to
notice how much variation there is among
women and among men (Lorber,2001)

30.  Polar language for sex erases
transgendered people because the only
linguistic options are men and women,
neither of which describes their full identities.
 Likewise, people who are intersexed or
transsexed don’t fit into the male–female
dichotomies of our language.
 Awareness of our language’s polarizing
tendencies allows us to question
dichotomous conceptions of sex and gender
and the ways that those labels exclude some
people

32.  Language is not neutral. It reflects cultural values
and is a powerful influence on our perceptions.
 Language devalues females by trivializing women:
 Immature and juvenile ( baby doll, girlie, little
darling)
 Equate with food ( dish, feast for the eyes, sweet,
etc.)
 Equate to animals ( catty, chick, dog, pig, cow,
bitch)
 Diminutive Suffixes
Sexually Active
• Women (slut or worse)
• Men (Stud)

35.  One alternative to traditional sex-typing is
“Androgyny”
 Androgyny people posses qualities the culture
defines as masculine and feminine instead of
only those assigned to one sex.
Example:
• Both men and women are assertive and
sensitive, ambitious and compassionate.
 Research shows that androgynous individuals
tend to be more successful personally and
professionally.

36.  Androgynous people can be able to
communicate in a range of ways and can
respond to others with flexible skills.
 Androgynous women and men have
higher self-esteem and are better
adjusted personally than sex-typed
individuals.
 In workplace, androgynous individuals are
more flexible and effective in interacting
with range of people. (Health, 1991)
 Androgynous individuals and feminine-
typed individuals of both sexes have
happier marriages than masculine-typed
individuals (Health, 1993)

38.  this piece is meant to open up the dialog
about different communication styles to help
us better recognize patterns within
ourselves.
 also to enhance our interactions with others
in both our personal and professional lives

39.  Research shows that men and women are
more likely to exhibit different styles of verbal
communication. Men are more prone to
adopt what is called “report talk”, while
women gravitate more toward “rapport talk”.

40. “Report” style of
communication
 is driven by the exchange
of factual information to
solve a given problem
 direct and typically does
not include any personal
anecdotes or stories, with
limited emotional
connotation
 aimed at building
relationships based on
solving the task at hand
 report communication
users tend to dominate
the conversation and
speak for longer periods
of time than other types of
communicators
“ Rapport” style of
communication
 is aimed at building
relationships and problem
solving with the aid of
those relationships
 more listening rather than
“report”, involves the
inclusion of more personal
feelings and past
experiences to solve tasks
 rapport communicators
tend to problem solve as
they are speaking and are
more concerned with
everyone equally
contributing to the
conversation

42.  is a group of people who shares for
conducting and interpreting at least one
variety of a language or dialect

43.  Philosopher Suzanne Langer (1953-1979)
asserted that culture, or collective life, is
possible only to the extent that a group of
people share a symbol system and the
meanings encapsulated in it.
- his attention to the ways in which
language sustains cultural life is consistent
with the symbolic interactionist and cultural
theories

44.  William Labov (1972) extended Langer’s
ideas by defining a speech community as a
group of people who share norms about
communication.
- speech community exists when people
share understandings about goals of
communication, strategies for enacting those
goals, and ways of interpreting
communication.

45.  Distinct speech communities are less
apparent when they rely on the same
language but use it in different ways and
attach different meanings to it.
Research shows that males and females
are typically socialized into subtly different
speech communities (Campbell, 1973;
Coates, 1986, 1997; Coates &
 Cameron, 1989; Johnson, 2000).

46.  Please note the importance of the word
typically and other words that indicate we
are discussing general differences, not
absolute ones.

47.  Not all women learn or choose to perform
a feminine style of communication, not all
men learn or choose to perform a
masculine style of communication, and
not everyone accepts the cultural
assumption that there are two “opposite”
genders with associated communication
styles.

50.  Play is a range of intrinsically motivated
activities done for recreational pleasure and
enjoyment. Play is commonly associated
with children and juvenile-level activities.

51.  Physical Play
 Social Play
 Constructive Play
 Fantasy Play
 Games with Rules

52.  Physical play can include dancing or ball
games. This will help your child build their
muscles, bones and physical skills.
 You should encourage your child to move as
much as possible.

54.  By playing with others, children learn how to
take turns, cooperate and share. This also
helps them to develop their language skills.
 You can encourage social play by taking
your child to playgrounds. Parent and toddler
groups can also help them meet other
children.

56.  Constructive play allows children to experiment
with drawing, music and building things.
 This helps them to develop their movement
skills and become less clumsy. Constructive
play also helps children to understand distance
and size. An example of this could be if objects
are small or far away.
 You should encourage your child to do arts and
crafts and play with building blocks.
 Let your child work problems out for themselves
during constructive play. This is important. It is

58.  Using their imagination during play is good
for your child’s communication skills. It is
good for them to create their own games.
 You can encourage your child to develop
their imagination by giving them props.
These could be things such as a whisk and
bowl if they are pretending to be a baker.
 Dress up costumes also encourage fantasy
play.

60.  Games with rules can teach children about
fairness.
 You can play simple games like “Simon
says” or “Duck Duck Goose” with younger
children.
 Board games are also a good way of
teaching children about rules, as well as
being a fun family activity.

64.  - is a game in which each player makes a fist
with the thumb wrapped around the other
fingers. Then each fist punches the other's
fist.
 *hacky sack - A footbag is the term for a
small, round bag usually filled with plastic
pellets or sand, which is kicked into the air
as part of a competitive game or as a display
of dexterity.

66.  - Hoop rolling, also called hoop trundling, is
both a sport and a child's game in which a
large hoop is rolled along the ground,
generally by means of an object wielded by
the player.

68.  - is a game wherein, placing the palm of
one's hand down on a table with fingers
apart, using a knife (such as a pocket or pen
knife), or other sharp object, one attempts to
stab back and forth between one's fingers,
moving the object back and forth, trying not
to hit one's fingers.

70.  - Skateboarding is an action sport originating
in the United States that involves riding and
performing tricks using a skateboard, as well
as a recreational activity, an art form, an
entertainment industry job, and a method of
transportation.

73.  Girls' toys and games are toys and games
specifically targeted at girls by the toy
industry. They may be traditionally
associated either exclusively or primarily with
girls by adults and used by girls as an
expression of identity. One commentator
have argued that the market for girl's toys
and games is more challenging than that for
boys' toys and games.

75.  refers to a specialized area that focuses on
the differences in how men and
women communicate.
 Feminine Communication
 Primary way to establish and maintain
relationships with others
 Masculine Communication
 Regards talk as a way to accomplish concrete
goals, exert control, preserve independence,
entertain, and enhance status

76. • Deborah Tannen (1990a, 1990b, 1995)
declares that “communication between men
and women can be like cross-cultural
communication” (1990b, p. 42).
• John Gray goes even further, claiming that
women and men are so different that it’s as
though they are from different planets.

77. 1. Showing support
 Showing support conversationally involves the
expression of sympathy, understanding, and emotions
when listening or responding to others.
 Example:
 Martha tells George that she is worried about her friend
Betsy. George gives a minimal response cue, saying only,
“Oh.” to Martha.
 Explanation:
 The problem in the situation is Martha wants comfort and
connection with George but he seems uninterested. While
George thought respecting Martha’s independence by not
pushing her to talk.

78. 2. Troubles talk
 Talk about troubles, or personal problems, is a kind
of interaction in which hurt feelings may result from
the contrast between masculine and feminine
styles of communicating.
 Example:
 Naomi might tell her partner, Greg, that she is feeling
down because she didn’t get a job she wanted. In an
effort to be supportive, Greg might respond by saying,
“You shouldn’t feel bad. Lots of people don’t get jobs they
want.”

79. 3. The point of the story
 Another instance in which feminine and masculine
communication rules often clash is in relating
experiences. Masculine speech tends to follow a
linear pattern, in which major points in a story are
presented sequentially to get to the climax. Talk
tends to be straightforward without a great many
details. The rules of feminine speech, however, call
for more detailed, less linear storytelling.

80.  4. Relationship Talk
 In general, men are interested in discussing
relationships only if there are particular problems to
be addressed. In contrast, women generally find it
pleasurable to talk about important relationships
even—or perhaps especially—when there are no
problems (Acitelli, 1988).

81. 5. Public Speaking
- men have dominated politics. Thus, it’s
not surprising that the assertive, dominant,
confident masculine style is the standard for
public speaking. This male generic standard
for public speaking means that feminine
speakers are judged by a standard that neither
reflects nor respects their communication
goals and values

83.  people who are socialized in feminine speech
communities , most women and some men tend to
regard communication as primary way to establish and
maintain relationship with others
 they engage in conversation to share themselves
and to learn about others (Johnson,1996)
 for feminine people, talk is the essence of the
relationships

84.  “ I’ve felt just like that “
 or “ Something like that happened to me, too
 And “ I felt like you do”

85.  they use language to foster connections, support, closeness and
understanding
 equality between people
 support for others
 style is conversational
 responsiveness
 personal, concrete style
 tentativeness

86.  tend to regard talk as a way to accomplish
concrete goals, exert control, preserve
independence , entertain, and enhance status
 Conversation is often to seen as an arena for
proving oneself and negotiating prestige

87.  is the effort to establish status and control
 instrumentality, the use of speech to accomplish
instrumental objectives
 conversational command
 direct and assertive
 to be more abstract than feminine speech
 less emotionally responsive than feminine speech

88. 1. Political judgments were based in part on concrete
experiences.
2. Communication valued and reflected inclusivity and
awareness of relationships among people.
3. Women speakers viewed power as the ability to get things
done and empower others.
4. Policy judgments were approached holistically.
5. Issues typically regarded as women’s issues were moved
to the forefront of public discussion.

90.  We first looked at how language reflects and
sustains cultural views of masculinity and
femininity;
• defining, organizing, and evaluating gender,
language reinforces social views of sex and
gender
• symbolic abilities allow us to be self-reflective
about our definitions of masculinity and
femininity.

91. • learn different rules for the purposes of
communication and different ways to indicate
support, interest, and involvement (lead to
misunderstanding, frustration, hurt, and tension
between people).
• Appreciation of and respect for the distinctive validity
of each style of communication are foundations for
better understanding between people.

93.  Catacutan, Antonio P. (Leader)
 Bendanillo, Jonielyn C.
 Cati-an, Rose Mae V.
 Divino, Adrian T.
 Flores, Erica Joy D.
 Flores, Merasol D.
 Maquiling, Lera Mae
 Montebon, Sienna Catherine S.
 Omiping, Jehra Mae