Critique Essay In “Learning to Be Gendered” by Penelope Eckert and Sally McConnell-Ginet, she brings forth idea of that gender is not biologically assigned but is learned and is supported and or exaggerated by social systems. The exigence that pending argument of how gender is biologically assigned and one is not able to chose what they are. The author presents this by using persuasion such as ethos, she confirms her credibility by referring to multiple studies, surveys. She uses evidence to back up her claim. In review of this article, it presents itself as very bias as to it does not present another side to the argument very well, but she does have a strong argument, has a powerful use of rhetorical device, and backs up her claim in a compelling
…show more content…
She simply presents her argument without touching base on the opposing side. She barely mentions the anatomy of the gender difference and how that determines the sex of a human. And the fact that science does have a lot to do with the determinants of the humans gender. Rather she depends on more of the psychological stance of how gender is thought to be and how that has an effect of how the human acts and grow to be. Instead she states her argument of how humans learn their gender as society presents it to them, stating “...launching a gradual process of learning to be a boy or a girl…” (Eckert, Penelope,and Sally McConnell-Ginet Learning to Be Gendered 737; They Say I Say). In this article she mainly focuses on how girls and boys are taught how to act their sex and how society pushes that to a major extent, giving the person no way of choosing who to be or what to be in this case.
Additionally, Eckert does use Rhetorical devices in order to persuade the audience. First she uses strong diction, to present an academic tone. She does this in order to show the reader she knows what's she talking about and make the reader also trust her credibility. For example she uses terms like “dichotomy of a male and female” (Eckert, Penelope, and Sally McConnell-Ginet Learning to Be Gendered 737; They Say I Say) and “psychological literature” (Eckert, Penelope, and Sally McConnell-Ginet Learning to Be Gendered 743; They Say I
She simply presents her argument without touching base on the opposing side. She barely mentions the anatomy of the gender difference and how that determines the sex of a human. And the fact that science does have a lot to do with the determinants of the humans gender. Rather she depends on more of the psychological stance of how gender is thought to be and how that has an effect of how the human acts and grow to be. Instead she states her argument of how humans learn their gender as society presents it to them, stating “...launching a gradual process of learning to be a boy or a girl…” (Eckert, Penelope,and Sally McConnell-Ginet Learning to Be Gendered 737; They Say I Say). In this article she mainly focuses on how girls and boys are taught how to act their sex and how society pushes that to a major extent, giving the person no way of choosing who to be or what to be in this case.
Additionally, Eckert does use Rhetorical devices in order to persuade the audience. First she uses strong diction, to present an academic tone. She does this in order to show the reader she knows what's she talking about and make the reader also trust her credibility. For example she uses terms like “dichotomy of a male and female” (Eckert, Penelope, and Sally McConnell-Ginet Learning to Be Gendered 737; They Say I Say) and “psychological literature” (Eckert, Penelope, and Sally McConnell-Ginet Learning to Be Gendered 743; They Say I