In, " 'I Think I Know What My Teachers Want Now': Gender and Writing Motivation," Linda Miller Cleary examines the writing styles and experiences of 40 11th graders (half male, half female, from all different ethnicities, cities, schools, and social classes), and the factors influencing their motivation and enjoyment of writing. Focusing on the influences of teachers and other social circumstances that affect student motivation, she questions gender's involvement in the writing process.
Cleary begins by noting the factors that were evident in both genders. She establishes that students constantly faced with criticism cease caring about teachers' comments or suggestions, or about any external pressures applied to stimulate motivation. Cleary also notes that because of this criticism, motivation declines with age.
Cleary's article studies in-depth the role of gender in writing: positive feedback responses, reactions to specific assignment requirements, procrastination habits, reactions to the writing process, male versus female rhetoric, and ways to eliminate motivation problems with writing. She examines these aspects through the eyes of both female and male students, using quotes from those in her study and information from others who have also researched this topic.
Cleary's study shows that males enjoy the challenges of assigned writing and trying to satisfy themselves as well as the teacher. They also display more intristic motivation when receiving praise, and have a more "felt sense" of the topic than females. Cleary writes that females are the exact opposite: they try to satisfy the teacher before themselves; they look at praise as a control of future efforts; and they think of what the teacher wants them to write about versus what they might be interested in.
Cleary concludes that rhetoric also limits motivation, for each gender has their own distinctive style, and both males and females should practice eachother's style. She also suggests that we should heighten motivation by giving the writers a real purpose for writing, a real audience, and a chance to write on topics of interest to them.
Cleary writes in a clear and understandable way about the problems that students face as writers and the role of gender in this process. She has much authority on the subject: she has been teaching high school English for over 13 years, she has studied this particular problem for over 10 years (part of the time for her graduate studies), and she has published many articles and books on this subject.
Cleary's well-written, well-documented facts are selected from a variety of outside sources (works by 17 other writers), ranging from both past and present studies to quotes from students in her own study. The information comprised in her study is relevant to her thesis throughout the article, flowing in a coherent and logical manner. Cleary also includes many statements made by her students which prove how frustrating the writing process can be.
This article would be an effective tool for many people. It would be especially beneficial for teachers, for it can help them to understand the writing process through the eyes of their students, as well as the problems they might encounter during writing. It also presents ways to enhance student motivation, providing suggestions for topic material. The article takes on a more helpful position because of the incorporation of these ideas.
Students are another group that could benefit from reading this article. It contains many thoughts and ideas from other students, which might help them see that they are not alone when they encounter problems in writing. Cleary's writing becomes more credible and effective because of her inclusion of these quotes.
This article would also be useful in a women's studies course, for it examines a wide range of topics involving gender problems. It also elaborates on the topic of the differences and difficulties of female versus male rhetoric, and how to eliminate them.
The final aspect of her article that made it an enjoyable, flowing and informative piece was her inclusion of how to change perceptions and deal with problems in writing motivation. The suggestions to make subjects more personal, with actual purposes and audiences, may help a teacher and their students to enjoy the writing process, to help motivate them to do their best in all assignments. The article not only addressed problems with gender and writing motivation, it offered solutions for alleviating them. This added life, energy and interest to Cleary's writing, urging her readers to "find themselves" in their writing.
© Heather Myers, Winona (MN) State University, 30 January 1997. This document may be freely distributed for educational use as long as this notice of its authorship accompanies its distribution.
Return to annotated bibliography on language, gender, and writing.