Gendered Social Actor Representation in Student Argumentative Writing: A Corpus-Assisted Critical Discourse Analysis
11th International KTUDELL Conference: Language, Literature, and Translation , Trabzon, Türkiye, 7 - 09 Ekim 2026, ss.7, (Özet Bildiri)
- Yayın Türü: Bildiri / Özet Bildiri
- Basıldığı Şehir: Trabzon
- Basıldığı Ülke: Türkiye
- Sayfa Sayıları: ss.7
- Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
- Çukurova Üniversitesi Adresli: Evet
Özet
This study examines how evaluative grammatical patterns construct gendered social actors in student argumentative writing. Using corpus-assisted critical discourse analysis, the study analyzes 149 essays from the Turkish International Corpus of Learner English (TICLE), the Louvain Corpus of Native English Essays (LOCNESS), and the French subcorpus of the International Corpus of Learner English (ICLE). The analysis covers pre-nominal, predicative, comparative, and participial-passive structures involving the lemmas woman and man. Critical discourse analysis, supported by social actor analysis and appraisal-informed attention to stance, links these patterns to relations of power by examining how voice, attribution, passivization, and comparison reproduce or contest gendered inequalities in agency, bodily autonomy, civic standing, authority, credibility, and institutional vulnerability. Across the samples, women are positioned through domestic constraint, moral regulation, and reduced civic standing, while men are represented through claims of superiority, public roles, and institutional vulnerability. The findings demonstrate that the ideological force of adjectives is not fixed in isolation but emerges from how evaluation is asserted, attributed, contested, or reversed in context. By identifying student argumentative writing as a site where public gender discourses are recontextualized, the article advances understanding of how evaluative grammar contributes to the reproduction and contestation of gendered social relations.