Abstract
This study explored the ways gender is accomplished in varied social contexts during the peer revision process in a secondary English classroom. Using a post-structural feminist theoretical framework, an analysis of classroom discourse provided a basis for understanding the performance of gender during peer revision, the effects of gender construction on peer revision, and the role of dominant ideology during peer revision. Data was organized into F/F, M/M, and F/M groupings and reveals the organizational, linguistic, and interpersonal interactions of varied, gendered groupings. Findings indicate more opportunities for males, female accommodation for males, and the variability of language.
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