Module 2

“What’s in a name?”

TABLE OF CONTENTS

38
Section 1

Women behind a Man’s Name 40

Grammar Focus: Simple Past 44

Grammar Focus: “Why” questions 48

BTW: The Genitive 50

Section 2

Argentine Women who Changed our History 51

Grammar Focus: “Who” questions 55

The Biography Game 59

Section 3

Fiction Time: Harrison Bergeron Part II 60

Section 4

An Introduction to Academic Literacy: The Abstract 65

Speak your Mind 69

Section 1- Women behind a Man’s Name

1 Read the following quotes.

39
 1. Are you familiar with them? Do you agree with them? Why? Why not?
2. Think of an adjective to describe them.
oversimplistic – ironic – true – funny – bitter – sarcastic
3. In your opinion, which quote summarizes the content of the article below?

‘Behind every successful man, there is a woman. And behind every unsuccessful man, there
are two.’ – Mark Twain.

'I would venture to guess that Anon, who wrote so many poems without signing them, was
often a woman.' – Virginia Woolf

‘What's in a name? That which we call a rose by any other name would smell just as sweet.’
-William Shakespeare in Romeo and Juliet.

2 Read, listen and complete the following text. Choose the most suitable
option to complete the text below and then check your quote selection.

1.
a. Female writers chose male pen names because they did not like their names.
b. Female writers chose male pen names because they were transgender.
c. Female writers chose male pen names to be accepted in a patriarchal society.

2.
a. George Sand (1804-1876) was not a woman.
b. George Sand (1804-1876) was born Amantine-Lucile-Aurore Dupin in Paris.
c. George Sand was Beethoven’s lover.

40
3.
a. George Eliot was the pen name of Mary Ann Evans, one of the important English
novelists of the 19th century.
b. Mary Ann Evans was George Eliot’s pseudonym.
c. George Eliot died in London.

4.
a. The Bell brothers were the Brontë sisters, who lived in the Victorian Era in England, a
time of prejudice.
b. Emily Brontë’s most successful novel is Wuthering Heights, published under the
pseudonym of Ellis Bell.
c. Anne’s Agnes Grey and Charlotte’s Jane Eyre were published in 1847.

Women behind a
pseudonyms to sign their productions? Why
did they conceal their identity?

man’s name …………………………………………………………

…………………………………………1

Who was George Sand?

…………………………………………………………
…………………………………………2

George Sand wrote novels,

autobiographies, literary criticism, and
dramatic works. She fought for women’s
rights. Sand also became involved in social
Did you know that in the past, and and political campaigns. George Sand’s life
maybe even today, women had to use male was unconventional in numerous ways: she

41
liked dressing up in men’s clothing to have had the impression that female writers were
access to those parts of Paris where it was discriminated against.
not decorous for ladies to go. She
scandalised Parisian society by smoking in By the way, have any male writers
public. Sand’s love affairs included a used female pen names? You can google it.
relationship with the composer Frédéric “What’s in a name?”
Chopin.

Who was George Eliot?

…………………………………………………
…………………………………………………3
George Eliot was born on 22
November 1819 in rural Warwickshire,
England. In 1850, Eliot began contributing to
an important journal for philosophical
radicals, and later became editor. She was
now at the centre of a literary circle in which
she met George Henry Lewes. Lewes was
married and their relationship caused a
scandal.
Lewes encouraged Eliot to write. Her
first novel was a great success. She used a
male pen name to ensure that her works
were taken seriously. The popularity of
Eliot's novels brought her social acceptance.

Who were Ellis, Acton and Currer

Bell, the Bell brothers?

…………………………………………………………
…………………………………………4

As girls, their parents often left them

alone together in their isolated home and
began to write stories at an early age.
The Brontë sisters chose to publish
their poetry collection under male
pseudonyms in the 1800s. The book was
titled Poems by Currer, Ellis and Acton Bell
(Emily aka Ellis, Anne aka Acton and
Charlotte aka Currer). They thought that
people did not take women’s work seriously.
Charlotte explained that they did not
declare themselves women because they

42
3 Circle the corresponding letter if the sentence is true, false or not in the text.
What is the phrase?
True Fals Not
e said
1. All these women lived in England. W M G
2. They fought for men’s rights. A E G
3. Some of them were homosexuals. F H N
4. Emily Brontë married George Eliot. T D I
5. George Sand wrote Jane Eyre. F E N
6. George Sand broke many norms. R K G
7. For example, she smoked in public. B W T
8. Charlotte Brontë was a single mother, N E I
9. George Eliot was associated with Karl Marx. S P A
10. They were not aware of sexism. O S M

------ ----
Look at the verbs in the previous task.

What tense do they show?

How do you know?

Are there any differences between the past forms?

*GRAMMAR FOCUS*

Simple Past

The Simple Past is used for an activity or situation that began and ended in the past.
It is usually used with past time expressions such as yesterday, last month/year, a few
days ago, at an early age, dates such as: in 1889, etc and clauses such as: when she
was a girl.

There are regular and irregular verbs.

Regular verbs add ed to the base form. Irregular verbs form the Simple Past in a
variety of different ways.

43
 Spelling rules for adding ed to the verb:

1. When the verb ends in e, add only d.

Move moved live Lived
2. When the verb ends in a consonant + y, change the y to I, and add ed.
Study studied Try tried
3. When the verb ends in a vowel + y (ay, ey, oy, uy), the y does
not change.
Play played enjoy Enjoyed
4. When the verb has one syllable and ends in a consonant, double
the last letter before ed.
Stop stopped plan Planned
5. When the verb has more than one syllable and the last syllable
ends in a consonant, double the last letter if the syllable is
stressed.
Prefer preferred permit Permitted
Pronunciation of -ed
When this suffix is added to a verb to indicate past (or past participle), its pronunciation
varies according to the sound of the last syllable of the base verb. The sound (not the
letter) is what is important, although many times they may coincide.

/d/ /t/ /id/

The –ED form is The –ED form is The –ED form is

pronounced /d/ when pronounced /t/ when the pronounced /id/ when
the last sound of the last sound of the verb the last sound of the
verb base is base is verb base is

1. a vowel: 1. /p/ 1. /d/

play – played /pleid/ stop – stopped /stopt/ decide – decided
2. /b/: 2. /k/ /di’saidid/
rob – robbed /robd/ look – looked /lukt/ 2. /t/
3. /g/: 3. /s/ invite – invited
drag – dragged /dragd/ 4. dress – dressed /drest/ /in’vaitid/
/m/: 4. /sh/
slam – slammed finish – finished /finisht/
/slamd/ 5. /ch/
5. /n/: watch – watched /wotcht/
open – opened 6. /ks/ (x)
/oupend/ fix – fixed /fikst/
6. /v/: 7. /f/ (gh)
love – loved /lavd/ laugh – laughed /laft/
7. /dƺ/
change – changed

/cheindƺd/

44
8. /z/
buzz – buzzed /bazd/
9. /l/
call –called /kold/

4 Complete the following table with verbs from the text.

Irregular verbs Regular verbs

Infinitiv Past Infiniti Past Infinitive Past Infinitive Past
e ve
do did begin conceal die
know meet like cause
choose bring marry encourage
be think discriminat use
e
write have scandalise live
become take include explain
fight leave smoke accept

5 Complete the following sentences with the verbs from the box.

wasn’t - was – was - were – weren’t – chose- did – didn’t take - conceal - met

1. George Sand was a woman.

2. The Bell brothers …………………. the Brontë sisters.
3. Some female writers ……………………. male pseudonyms but they …………….
necessarily transgender.
4. George Eliot …………………… married when she …………………… George Henry Lewes.
5. Some people …………………… women’s literature seriously.
6. What …………. Emily Brontë´s pen name?
7. Why …………… female writers ………………. their identities?

Look at the verbs in the previous task.

Compare the sentences.

What similarities and/or differences can you spot?

45
*GRAMMAR FOCUS*

Simple past: Sentence structure

Affirmative sentences

Be Other lexical verbs

I was I wrote poems in 1993.
You were a writer You
He He had a pen name.
She was She
It a hotel It included their poems.
We We
You were novelists You used a pseudonym.
They They

Subject + verb in the past + the rest of sentence

Negative sentences

Be Other lexical verbs

I was not I write poems in 1993.
You were not a writer You
He He did not have a pen name.
She wasn’t She
It a hotel It didn’t include their poems.
We We
You weren’t novelists You use a pseudonym.
They They

S + wasn’t/weren’t + S + didn’t + infinitive verb+ the rest

the rest

Interrogative sentences: yes-no questions

Be Other lexical verbs

Was I I write poems in 1993?
Were you a writer? you
he Did he have a pen name?
Was she she
Wasn’t it a hotel? Didn’t it include their poems?
we we
Were you novelists you use a pseudonym?
Weren’t they ? they

Was/weren’t + S + the Did/n’t + S + infinitive verb + the rest?

46
 rest?

Interrogative sentences: Wh- questions

Be Other lexical verbs

was I I write poems in
were you a writer? you 1993?
he he have
was she did she a pen name?
Wher it a hotel? Wha it include
e we t we their poems?
When were you novelists Why you use
the ? they a pseudonym?
y

Wh + was/were + S + the Wh + did + S + infinitive verb + the

rest? rest?

6 Unjumble the following sentences and then match questions and answers.

1. born – George Eliot – where – was?

Where was George Eliot born?
2. George Eliot – marry – did – who?
……………………………………………………………………………………………
3. Brontë sisters - with - a - the – why – publish- male – did - name – pen?
……………………………………………………………………………………………
4. Brontë sisters – begin - write - did - when – the - to?
……………………………………………………………………………………………
5. George Sand – die – when - did?
……………………………………………………………………………………………
6. George Sand’s - why – unconventional – was - life?
……………………………………………………………………………………………

a. 1876 – in – died – she.

……………………………………………………………………………………………
b. society – to – a – in – patriarchal – accepted – be.
……………………………………………………………………………………………
c. Chopin – example – love – had – she – a – affair – for – with.
……………………………………………………………………………………………
d. George Henry Lewes – married – she.
……………………………………………………………………………………………
e. write - they - age - began - to - at – early - an.
……………………………………………………………………………………………
f. England – she- born – was – in.

47
 She was born in England.

Focus on the answer to question 3.

What type of question is it?

What do you notice in the answer?

*GRAMMAR FOCUS*

Answers to WHY questions

We can answer a WHY question either with because OR sometimes it is possible to

answer with to infinitive. Examples:

Why did female writers conceal their identities?

Because they wanted to avoid gender prejudice.
To avoid gender prejudice.

7 Choose the correct answer/s and reflect on them.

1. Why did women writers adopt pen names?
a. Because they did not like their names.
b. To conceal their identity.
c. To be accepted in a men’s world.

2. Why did George Sand dress up in men’s clothing?

a. Because she liked trousers.
b. Because she was a rebel.
c. To gain access to places where women couldn’t go.

3. Why did George Eliot use a male pseudonym?

a. Because she loved men’s names.
b. To avoid prejudice against female writers.
c. To ensure her works were taken seriously.

8 Complete the following biography with the verbs from the box in the past.

Emily Brontë …………………..1 in

England in 1818. She ………………….2 a
novelist and she …………………...3 a
pseudonym. She ………………….4 a
single novel, Wuthering Heights (1847), die – be – be born – have –
an imaginative work of passion and 48 become – write – receive –
hate set on the Yorkshire moors. It
be -
…………………..5 terrible reviews when
9 Choose the right option and complete the dialogue based on the article.

Instructor: Before reading this article, did you know that women used male pen names?
Student: ………………………………………………………………………………………………1
a. Yes, they did.
b. No, I didn’t.
c. No, I wasn’t.
I: In your opinion, …………………………………………………………………………….……?2
a. What was that?
b. Where did they do that?
c. Why did they conceal their identities?
St: Obviously, to avoid prejudices.
I: What information called your attention?
St: …………………………………………………………………………………………………….3
a. That George Sand was associated with Karl Marx.
b. That there was gender bias in those days.
c. That there were female writers.

I: I agree it’s surprising.

St: …………………………………………………………………………………………………….?4
a. Why were they all born?
b. Where they were born?
c. Where were they all born?

I: They were all born in Europe.

St: Did they all live in the same era?
I: ………………………………………………………………………….………………………….5
a. I think not.
b. I think so. They were all born during the Victorian Era.
c. Yes, they lived in England.

By the way …
The genitive (The possessive case)

Noun’s noun (Modifier’s head)

49
 A man’s name
Women’s rights

10 Extract from the text examples of the genitive and underline the head.

1. …………………………………………………………………….
2. …………………………………………………………………….
3. …………………………………………………………………….
4. …………………………………………………………………….
5. …………………………………………………………………….

Log in for more practice.

Section 2-Argentine Women who Changed our History

1 Look at the map. Women’s Trail: Have you been to Puerto Madero?

50
2 Did you ever hear about all these women? Can you connect them to the
map?

51
 Julieta Paula Macacha
Lanteri Manso Güemes

Alicia
Eva Perón Lola Mora
Moreau

3 Google them and complete the names in the corresponding picture.

a………………………… b………………………… c. …………………….

d…………………………. e…………………………… f…………………………

4 Answer before reading.

Who …
was born in Italy?

52
 got a degree in Pharmacology and Medicine?
was the first woman who voted in Argentina in
1911?

was born in London?

was one of the first women to get a medical degree?
fought for women to have a legal right to vote?

was an artist?
suffered discrimination for being a woman in a world of men?
was considered immoral for the nudity in her most famous
work?

learnt to read at home when she was 5?

was influenced by her brother?
fought in the Independence Wars?

had an active role in politics?

fought for the social rights of the workers?
brought the fight for women’s vote to an end?

was a teacher, journalist, and translator?

changed the perspective of education in our country?
used the newspaper to discuss gender discrimination ?

5 Listen, read and check your predictions.

Argentine Women who Changed our History

Pioneers of Argentine Women’s Rights

Macacha Güemes was born in Juana Paula Manso was born in
Salta in 1787. She learnt to read Buenos Aires in 1819. She was a
when she was only 5 in a time when writer, a journalist, a teacher and a
formal education was a privilege precursor of feminism in Argentina,
only for men. During Argentina’s Uruguay and Brazil. She set the
Independence Wars, influenced by basis for a radical change in
her brother, she took active part education. She considered that
and contributed to Argentina’s 53
students had to use information to
victory. She is considered a heroine create their own ideas. As a
of the Argentine War of journalist, she used her articles to
 Go back to 4 and study the questions.
What type of questions are they?

What information is missing?

*GRAMMAR FOCUS*
Questions in the simple past: who

Macacha Güemes helped her brother in the Gaucho War

Subject Object

In an English sentence, there can be two participants: the subject (before the verb) and the
object/s (after the verb).
Who: Object

Who + did + subject + infinitive verb + rest of the question?

-Who did Macacha Güemes help in the Gaucho War?

Martín Güemes.
She helped her brother in the Gaucho War.
She helped her brother, her inspiration.

Who: Subject

Who + verb in the past + rest of the question?

-Who helped her brother in the Gaucho War?

Macacha Güemes.
Macacha Güemes did. She took an active part.
Macacha Güemes helped her brother in the Gaucho War .

6 Circle the right past form of these irregular verbs.

54
Infinitive form Column 1 Column 2 Column 3

Learn leaned learnt leant

Set set sat seten
Be was/where was/were whas/where
Have haven has had
Fight fought frought fighten
Meet meet mete met
Bring bought brought brougt

7 Questions with WHO: subject or object. Choose the correct option/s. Then,
answer the questions.

1. Who ……………. her articles to discuss gender inequalities?

did – was – used – use
Paula Manso did.
2. Who …………… one of the first women to have a medical degree?
was – became – did - become
……………………………………………………………………………………….
3. Who ………………. Juana Manso …………………… free thinkers?
did – was – consider – considered
……………………………………………………………………………………….
4. Who ………………. Eva Perón ……………………?
did – was – help– helped
………………………………………………………………………………………
5. Who ………………. Macacha Güemes …………………… with?
did – was – fight - fought
……………………………………………………………………………………….
6. Who ………………. discrimination in a world for men?
did – was – suffer – suffered
……………………………………………………………………………………….

8 Focus on the answer and ask the missing questions.

1. Who did Martín Güemes Influence?

He influenced Macacha Güemes, he inspired her.
2. ……………………………………………………..……………………….……?

55
 Julieta Lanteri did and she also got a degree in Medicine.
3. …………………………………………………………………………..……….?
The Conservatives in BA did. They did not accept her independence.
4. …………………………………………………………………….……………..?
Alicia Moreau, but her family came to Argentina when she was a girl.
5. ……………………………………………………………………………………?
She married Juan Perón.
6. …………………………………………………………………………………….?
According to these profiles, Julieta Lanteri, Alicia Moreau and Eva Perón did.

9 Read the information about the women below, choose one of

them and write her profile.

Cecilia Grierson

-Argentina, 1859 Aimé Painé

-first woman to get a medical -Argentina, 1943

degree in Argentina -Argentine singer of Tehuelche and
-suffer discrimination as a medical Mapuche origin.
student -grand-daughter of Tehuelche
-feminist activist cacique

-vice-president of Suffragist meeting -present Mapuche culture to the

in London. world

-establish a nursing school in 1891. -denounce marginalization of

Azucena Villaflor

-Argentina, 1924

-social activist, and one

56 of the
founders of the human
rights association: Mothers of the
…………………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………….. …………

10 Why do you think the streets in Puerto Madero have women’s names?

a. To pay tribute to many Argentine women.

b. To redress the gender imbalance in Buenos Aires’ street names.
c. To make the invisible visible.
d. ………………………………………………………………………………………….

11 Surf the net for a representative professional in your area and write her
biography. Include nationality date of birth and two main contributions if
possible.
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………

The Biography Game

Instructions

The class is divided into 2, 3 or 4 teams. There are two piles of cards on the instructor’s
desk. One pile with the name of famous people, another with the type of sentence (+, -, ?),
students should make. One member from one team takes 1 card from each pile and makes
the example. In this case, the student has to make a negative example about Alfonsina
Storni.

Azucena -Negative
Eva Alfonsina Storni ? Question
Alfonsina Storni -Negative
Alfonsina Storni +Affirmative

Alfonsina Storni wasn’t a teacher.

57
This student scores 2 points because the information is correct both in content and form. If
there are some form problems but the content is correct, the rest of the team should give
the correct answer and they will score 1 point.

Log in for more practice.

Section 3- Fiction Time: Harrison Bergeron

1 Revise Part 1 and put the verbs in brackets in the correct tense: simple
present or past. Remember the simple present is generally used for the
introduction to

the story. And the simple past is preferred when talking about the plot.

The story takes place 1(take place) in the United States in 2081. The main characters
…………………2 (be) George, Hazel and Harrison, their son. In this society, everybody
…………………3 (be) equal. Nobody …………………4 (be) superior to anybody else. The
Handicapper General and some government agents ………………… 5 (control) the
equality laws. Hazel …………………6 (be not) very intelligent so she ………………… 7 (have
not) a handicap. People with average intelligence ………………… 8 (concentrate not). On
the contrary, George…………………9 (be) very intelligent so he ………………… 10 (have) a
radio. This device …………………11 (transmit) noises that …………………12 (interrupt)
George’s thoughts. Their son, Harrison, ………………… 13 (be) 14 years old but he
…………………14 (live not) with them. He …………………15 (be) in prison.

Now, listen and check your answers.

Why was Harrison in prison?

58
Read and listen to Part 2

Hazel and George were watching ballerinas dance on TV. Hazel had been crying,
but she couldn’t remember why. She enjoyed the dancers’ performance very much. For a
few moments, George reflected on the dancers, who carried weights to reduce their grace
and who wore masks to conceal their beauty. They had handicaps to prevent TV viewers
from feeling bad about their appearances. So, due to their handicaps, the dancers weren’t
very good. A noise interrupted George’s thought. Two of the dancers heard the noise, too;
apparently, they were smart and had to wear radios too.
Hazel said that she would like to hear the noises that the handicappers created.
George didn’t agree. She also said that if she were Handicapper General, she would create
chimes to use on Sundays. She thought it would produce a religious effect. Hazel said she
would be a good Handicapper General. Before another noise interrupted him, George
thought of his son, Harrison.
Hazel thought that George looked exhausted and told him to lie down and rest his
“handicap bag,” which was forty-seven pounds of weight in a bag and locked around
George’s neck. He said he hardly noticed the weight anymore. Hazel suggested taking a
few of the weights out of the bag. He said that if everyone broke the law, society would
return to its old competitive ways. Hazel said she would hate that. A noise interrupted the
conversation, and George couldn’t remember what they were talking about.

2 Complete the following definitions with the words in the box.

carry (v.r) - weight (n) - wear (v. irr) - handicap (n) - prevent (v.r) - chime (n)
- hardly (adv)-

1. ……………: keep from happening.

59
 2. ……………: take with you.
3. ……………: have something on your body as a piece of clothing, etc.
4. ……………: almost not
5. ……………: heavy object.
6. ……………: a bell sound.
7. ……………: a disadvantage that makes success more difficult.

3 Read Part 2 and tick the true sentences.

1. George and Hazel were watching ballet on TV.
2. She did not like it.
3. George knew why the ballerinas had handicaps.
4. Two ballerinas were as smart as George.
5. Hazel was the Handicapper General.
6. Their society was not competitive in those days.
7. Hazel wanted to break the law, but she was not aware of it.
8. George did not have an average intelligence.

4 Match the handicaps with their function. There is an extra function.

Handicap Function
1. Masks a. To interrupt thoughts
2. Heavy bags b. To avoid a competitive society
3. Radios c. To make physical activity difficult
4. Handicaps in general d. To guarantee equality
e. To conceal beauty

5 Watch the video and write true or false in the following comparison:

60
 Text Fil
m
1. George and Hazel were watching ballet.
2. The ballerinas wore handicaps.
3. Hazel didn’t have any handicaps.
4. George had two handicaps: weights and radio.
5. George thought about Harrison.
6. Hazel wanted to be the Handicapper General.
7. George remembered when the policemen took Harrison
away.
8. Hazel was worried about George.
9. They thought it was a bad idea to remove the handicaps.

6 Unjumble the questions and complete the conversation.

1. agents – there - how many – government – are?

…………………………………………………………………………………………?
2. don’t – them – you – why – remove?
…………………………………………………………………………………………?
3. a – we – change – for – fight – can?
…………………………………………………………………………………………?
4. home – people – at – handicaps – wear – do – the?
…………………………………………………………………………………………?
5. crying - you – why – are?
…………………………………………………………………………………………?

George: ……………………………………………………………………………………...?
Hazel: I don’t remember why.
George: Yes, I know it’s difficult for you to remember. Oh, God! I’m so exhausted.
Hazel: It’s the handicaps. ………………………………………………………………….?
George: We can’t break the law.
Hazel: …………………………………………………………….…………………………...?
George: I don’t think so. There are agents who enforce the equality laws.
Hazel: Well, but, …………………………………………………………………………….?

61
George: I don’t know. But they can see everything!
Hazel: …………………………………………………………………………………………?
George: Yes, it’s the law. I hope Harrison will make a difference in this world.

Log in for more practice.

Section 4 Introduction to Academic Literacy: The Abstract

62
 Go back to M1 S4 3
and reflect on the
answers to questions 3, 4 and 5.

What do the answers show?

Do you think these are typical parts in an abstract?

The abstract internal structure

In a study of research abstracts within the field of applied linguistics, Swales

(1993)1 identified a pattern consisting of five moves. These moves constitute the
transitions between the different stages of the abstract, each fulfilling a communicative
purpose.

The background:
it situates the research.
The aim:
it presents the objective of the research.
The method:
it describes the methodology.
The results:
it summarises the results.
The conclusion:
it discusses and interprets the results.

This pattern highlights the transitions of the text. Not all stages will be found in
every abstract, and the order of the moves may vary. Still, this list of moves can be
used as a kind of template for abstract writing.

1 Focus on the title. Anticipate the content of the abstract.

2 In pairs, read and check in which version the moves are well identified.

Abstract 3

Version 1
Female Authors under the Mask of a Male Pseudonym:
Some Approaches to Revealing Authors’ Gender

Throughout history, many female authors have published their works under male pseudonyms
due to societal and cultural constraints. This practice has led to a unique challenge in literary
studies: identifying the true gender of authors behind pseudonyms. (BACKGROUND) This
article aims to explore various approaches to uncovering the true gender of authors who have
written under male pseudonyms. (AIM)The study employs a multi-faceted approach. Historical
1
Swales, J. (1993). Genre Analysis. English in Academic and Research Settings. Cambridge: Cambridge
University Press.

63
analysis is used to understand the cultural and societal factors that compelled female authors to
adopt male pseudonyms. Linguistic analysis involves examining stylistic and thematic elements
in texts to identify gendered writing patterns. (METHOD) Historical analysis reveals recurring
themes of gender discrimination and the pursuit of literary credibility as primary reasons for the
use of male pseudonyms by female authors. Linguistic analysis identifies subtle differences in
language use and narrative focus that can suggest an author's gender. (RESULTS)This
interdisciplinary approach improves our understanding of gender in literature and promotes the
recognition of female authors’ contributions to literary history. (CONCLUSION)

Version 2
Female Authors under the Mask of a Male Pseudonym:
Some Approaches to Revealing Authors’ Gender

Throughout history, many female authors have published their works under male pseudonyms
due to societal and cultural constraints. (BACKGROUND) This practice has led to a unique
challenge in literary studies: identifying the true gender of authors behind pseudonyms. This
article aims to explore various approaches to uncovering the true gender of authors who have
written under male pseudonyms. (AIM) The study employs a multi-faceted approach.
(METHOD) Historical analysis is used to understand the cultural and societal factors that
compelled female authors to adopt male pseudonyms. Linguistic analysis involves examining
stylistic and thematic elements in texts to identify gendered writing patterns. Historical analysis
reveals recurring themes of gender discrimination and the pursuit of literary credibility as
primary reasons for the use of male pseudonyms by female authors. Linguistic analysis
identifies subtle differences in language use and narrative focus that can suggest an author's
gender. (RESULTS) This interdisciplinary approach improves our understanding of gender in
literature and promotes the recognition of female authors’ contributions to literary history.
(CONCLUSION)

AD

3 Could you conduct a similar study in our context? Why? Why not? Does the
last sentence describe our streetscape?

Abstract 4

4 Focus on the title and predict the content of the abstract.

Street Naming Practices: A Systematic Review of Studies

Abstract

Street names (odonyms) are an important part of city life and culture. This paper aims to review
the growing number of studies on how street names are chosen and what they mean. We
analyzed 121 academic articles from social sciences and humanities journals found in the
Scopus database. Our method involved examining these articles for patterns in when and where
they were written, the political and historical contexts they discussed, the theories they used,
and the research methods they followed. The results showed that street naming studies are

64
increasing over time, with specific regions being more active in this research. Studies often
focus on the political and historical reasons behind street names and use various theories and
methods to explore these topics. In conclusion, we identified four main areas of street name
research and suggested future directions for further study

Keywords: Street names, street renaming, odonyms, place names.

5 Compare the structure of the titles of abstracts 3 and 4. Can you spot the
similarities?

A-3

Female Authors under the Mask of a Male Pseudonym: Some Approaches to Revealing
Authors’ Gender

A-4

Street naming practices: A systematic review of studies

……………………………………………………………………………………………………..

6 Read abstract 4, highlight the moves, and complete the following table.

Move 1 Move 2 Move 3 Move 4 Move 5

Name of
move
Number
of
sentence
s

7 What conclusions can you make? What is the connection

between move and number of sentences?

……………………………………………………………………………………………………..
8 Explain this study to the class in Spanish.

65
 Log in for more practice.

SPEAK YOUR MIND

Expressing agreement and disagreement with your fellow student’s opinions.

Useful words to express your agreement:

I agree (with you/him/her/them). I think so.

I share your view. I really think so.

Useful words to express your disagreement:

I don't agree. I don't think so.

I disagree. I don't think that's quite right.

TIP TO IMPROVE YOUR SPEAKING

Reading is an important skill to improve
speaking. when learning a language.
Reading a few minutes every day will help
you acquire new vocabulary.

66
When giving opinion, we can also use connectors to make our ideas more fluent. The
conjunctions and, or, but, because, so join two parts of sentences and can be used to
give more information, show alternatives, contrast, reasons or results. Think about the
following idea: “At present, there’s gender bias in certain areas.” Some possible ideas
to support your opinion could be:

1 Which argument do you agree with?

1. History books promote sexism.

a.
I agree with this idea. Books can perpetuate sexism when they omit
women’s contribution.

b.
I really think so. They have biased narratives because they do not talk
about important women.
c.
I don’t think that’s quite right. Women didn’t fight in wars.

2. Women in the past were not aware of sexism in society.

a.
I think so. Sexism was so deeply rooted that they did not notice it.

b.
I don’t agree. One example is the fight for women’s vote. They had
unequal treatment and they knew it.
c.
Women knew there was gender bias in society. For example, some
women writers concealed their identities and used male pennames.

67
 3. Visibility of women’s names in street names is not important.

a.
The fact that women's names aren't visible on street signs is part of a
larger issue of misogyny in our society.
b.
I completely agree that the visibility of women's names on the street signs
is not important. I mean, it's all about going from point A to point B.
c.
I believe in gender equality, and everyone deserves equal
representation.

4. The women in this module challenged the status quo.

a.
Of course, they did. They fought for equal rights. It was not easy for
them.
b.
Lola Mora is an excellent example. She challenged the society of her
time and did what she wanted to do.
c.
I totally disagree. The roles of men and women in society have
2 been clear
Choose for centuries,
one these women
of the following just caused
ideas trouble.
and give your opinion. Be ready to
agree or disagree with a fellow student. Re-read the texts in this module to
have ideas to support your arguments. Use connectors to make your ideas
more fluent.

1. At present, female authors don’t need to use a male pseudonym. But there is
gender bias in certain areas. For example, …
2. A clear example of inequality is the fight for women’s vote all around the world.
3. In Harrison Bergeron, there is gender equality.
4. “What’s in a name? That which we call a rose by any other name would smell
just as sweet.”

…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………

68