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This article examines seven online grammar guides for instances of linguistic sexism. The grammar sentences from .edu Websites were analyzed based on NCTE's "Guidelines for Gender-Fair Use of Language" (2002) using the criteria of generic he and man; titles, labels, and names; gender stereotypes; order of mention (firstness); and ratio of male to female. Of the 3,220 sentences analyzed, 3,020 occurrences of gendered language were found and were analyzed based on gender-fair language criteria. All seven university-affiliated websites contained some occurrences of linguistic sexism; generic "he" and "man" were less of a problem than firstness and male-to-female ratio.1 Although the raw numbers reveal that the overall instances of linguistic sexism were relatively rare, it is interesting to note the ways in which linguistic sexism persisted in these grammar exercises. Implications of linguistic sexism for users of online academic texts are highlighted. Because sexist language was present in these online grammar guides, writing teachers are encouraged to discuss with their students and with each other why linguistic sexism may occur in such sites and what we can do to prevent-and eliminate-linguistic sexism more effectively in our own texts and lives, particularly with regard to gender stereotypes, firstness, and male-to-female ratios.
In 2002, the Women in Literacy and Life Assembly (WILLA) revised NCTE's 1985 "Guidelines for Nonsexist Use of Language in NCTE Publications," renaming it "Guidelines for Gender-Fair Use of Language" (hereafter "NCTE's Guidelines"). The document begins with the argument that
Language plays a central role in the way human beings behave and think. The National Council of Teachers of English (NCTE) is concerned about the critical role language plays in promoting fair treatment of women and girls, men and boys. Through careful selection of gender-fair language, NCTE members have the opportunity to influence thought and behavior both directly and indirectly. These guidelines offer suggestions for language use that will open rather than close possibilities and that speakers and writers should consider when engaged in communication activities that include the following:
* writing papers and publications
* preparing handouts and materials
* designing and delivering oral presentations
* speaking with students, parents, and community members
* working with students
* developing curriculum
* selecting texts and media
* exploring language use in classrooms
* serving...