Women Talk Too Much Holmes Essay

The difference in communication between sexes has been a major talking point in society. Women have been labeled as “talking too much” while men have been seen or viewed as potential or good listeners. However, the article by Janet Holmes discusses the issue in detail while offering an understanding of the various issues associated with ‘talking too much’. Across the world, women have been believed to talk too much even in situations that do not require communication. In view of the developed ideology, Holmes evaluates and conducts analysis on the issues and gives a clearer view of the problem than initially presented (Holmes). She addresses the diverse situations and the contribution of women in the whole process making clear the nature and countering the argument presented in the society. From the essay, there is a fallacy of thought on communication that must be revisited and addressed. In order to address the problem, the essay offers several examples and quotes research conducted by the authors to disapprove the view. Therefore, “talking too much” is a constituent of many factors such as communication, dominance, knowledge and the type of meeting.
The argument of Holmes is using rhetoric. She uses statement such as; “women’s tongues are like lamb’s tails-they are never still.” However, the key idea is in ironic form, which is an evaluation of the statement. The image of the lamb is easy to envision and creates emotional feelings. The irony of the statement is by the admission that

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women do not speak too much in all situations. The proverbs around the world compare women talk illustrating the belief of ‘too much talk.’ The Scottish proverb indicates that nothing is so unnatural like a talkative man or a quite woman. These proverbs create rhetoric to the essay because the finding of the essay is different. Depending on the situation women will talk much or less. Women tend to speak more in informal meeting and less in a formal meeting. The addition of the proverbs across the world illustrates the irony associated with “too much talk.” Some proverbs illustrate that women talk is not, but Holmes presents a new meaning to the proverbs. Women talk much or less depending on the situation and the position of the woman. In fact, under informal talks women were found to contribute more compared to formal talks such as in formal meetings. Social confidence is a factor that affects the willingness to contribute to a discussion. Therefore, the use of rhetoric in the essay puts emphasis on the points presented by Holmes by presenting the overall view of humanity in relation to the matter. The role of communication is to offer understanding of an idea or an opinion to the listeners. However, Holmes argues that communication between sexes is about dominance and control. The sex wielding the power will try to develop the control or limit, which is acceptable and the limits that are as ‘too much’. The essay’s level of persuasiveness is evident by the presentation of the idea. First, the locus of control or power is to the males. For instance, women and men behave differently in a formal meeting and seminar which gives an indication of the failure of the argument. Therefore, by referring to the evidence collected by British, American, and New Zealand researchers, Holmes counters the argument of too much talk. She illustrates the relationship between domination and period of time offered to speak. Women are little time compared to the allocation given to men. The credibility of the Holmes argument of male dominance is questionable because of the diverse factors. The argument may not be substantive because it is with gender bias and creation of women discrimination view, which is minimal in the contemporary society. Stereotyping and generalization as witnessed in the article illustrate failure to analyze and conceptualize the events or occurrence. Therefore, creation of an article based on illustrative evidence to

Women Talk Too Much
No, they don’t. Rather, they don’t in every situation. Social context and relative power determine who talks more, men or women. Janet Holmes sets the record straight and establishes the reasons for the lingering myth of female chattiness. (The research cited in this essay was first published in 1999.)

Do women talk more than men? Proverbs and sayings in many languages express the view that women are always talking:

Women’s tongues are like lambs’ tails – they are never still. –English

The North Sea will sooner be found wanting in water than a woman at a loss for words. –Jutlandic

The woman with active hands and feet, marry her, but the woman with overactive mouth, leave well alone. –Maori

Some suggest that while women talk, men are silent patient listeners.

When both husband and wife wear pants it is not difficult to tell them apart – he is the one who is listening. –American

Nothing is so unnatural as a talkative man or a quiet woman. –Scottish

Others indicate that women’s talk is not valued but is rather considered noisy, irritating prattle:

Where there are women and geese, there’s noise. –Japanese.

Indeed, there is a Japanese character which consists of three instances of the character for the concept ‘woman’ and which translates as ‘noisy’! My favourite proverb, because it attributes not noise but rather power to the woman speaker is this Chinese one:

The tongue is the sword of a woman and she never lets it become rusty.

So what are the facts? Do women dominate the talking time? Do men struggle to get a word in edgewise, as the stereotype suggests?

The Evidence

Despite the widespread belief that women talk more than men, most of the available evidence suggests just the opposite. When women and men are together, it is the men who talk most. Two Canadian researchers, Deborah James and Janice Drakich, reviewed sixty-three studies which examined the amount of talk used by American women and men in different contexts. Women talked more than men in only two studies.

In New Zealand research suggests men generally dominate the talking time

In New Zealand, too, research suggests that men generally dominate the talking time. Margaret Franken compared the amount of talk used by female and male ‘experts’ assisting a female TV host to interview well-known public figures. In a situation where each of three interviewers was entitled to a third of the interviewers’ talking time, the men took more than half on every occasion.

I found the same pattern analysing the number of questions asked by participants in one hundred public seminars. In all but seven, men dominated the discussion time. Where the numbers of women and men present were about the same, men asked almost two-thirds of the questions during the discussion. Clearly women were not talking more than men in these contexts.

Even when they hold influential positions, women sometimes find it hard to contribute as much as men to a discussion. A British company appointed four women and four men to the eight most highly paid management positions. The managing director commented that the men often patronized the women and tended to dominate meetings.

I had a meeting with a [female] sales manager and three of my [male] directors once…it took about two hours. She only spoke once and one of my fellow directors cut across her and said ‘What Anne is trying to say Roger is…’ and I think that about sums it up. He knew better than Anne what she was trying to say, and she never got anything said.

There is abundant evidence that this pattern starts early. Many researchers have compared the relative amounts that girls and boys contribute to classroom talk. In a wide range of communities, from kindergarten through primary, secondary and tertiary education, the same pattern recurs – males dominate classroom talk. So on this evidence we must conclude that the stereotype of the garrulous woman reflects sexist prejudice rather than objective reality.

Looking for an Explanation

Why is the reality so different from the myth? To answer this question, we need to go beyond broad generalizations and look more carefully at the patterns identified. Although some teachers claim that boys are ‘by nature more spirited and less disciplined’, there is no evidence to suggest that males are biologically programmed to talk more than females. It is much more likely that the explanation involves social factors.

What is the Purpose of the Talk?

One relative clue is the fact that talk serves different functions in different contexts. Formal public talk is often aimed at informing people or persuading them to agree to a particular point of view (e.g. political speeches, television debates, radio interviews, public lectures, etc.). Public talk is often undertaken by people who wish to claim or confirm some degree of public status. Effective talk in public and in the media can enhance your social status – as politicians and other public performers know well. Getting and holding the floor is regarded as desirable, and competition for the floor in such contexts is common. (There is also some risk, of course, since a poor performance can be damaging.)

Classroom research suggests that more talk is associated with higher social status or power. Many studies have shown that teachers (regardless of their gender) tend to talk for about two-thirds of the available time. But the boys dominate the relatively small share of the talking time that remains for pupils. In this context, where talk is clearly valued, it appears that the person with most status has the right to talk most. The boys may therefore be asserting a claim to higher status than the girls by appropriating the majority of the time left for pupil talk.

The way women and men behave in formal meetings and seminars provides further support for this explanation. Evidence collected by American, British, and New Zealand researchers shows that men dominate the talking time in committee meetings, staff meetings, seminars and task-oriented decision-making groups. If you are sceptical, use a stopwatch to time the amount of talk contributed by women and men at political and community meetings you attend. This explanation proposes that men talk more than women in public, formal contexts because they perceive participating and verbally contributing in such contexts as an activity which enhances their status, and men seem to be more concerned with asserting status and power than women are.

By contrast, in more private contexts, talk usually serves interpersonal functions. The purpose of informal or intimate talk is not so much status enhancement as establishing or maintaining social contact with others, making social connections, developing and reinforcing friendships and intimate relationships. Interestingly, the few studies which have investigated informal talk have found that there are fewer differences in the amount contributed by women and men in these contexts (though men still talked more in nearly a third of the informal studies reviewed by Deborah James and Janice Drakich). Women, it seems, are willing to talk more in relaxed social contexts, especially where the talk functions to develop and maintain social relationships.

Another piece of evidence that supports this interpretation is the kind of talk women and men contribute in mixed-sex discussions. Researchers analysing the functions of different utterances have found that men tend to contribute more information and opinions, while women contribute more agreeing, supportive talk, more of the kind of talk that encourages others to contribute. So men’s talk tends to be more referential or informative, while women’s talk is more supportive and facilitative.

Women seem to use talk to develop personal relationships

Overall, then, women seem to use talk to develop personal relationships and maintain family connections and friendships more often than to make claims to status or to directly influence others in public contexts. Of course, there are exceptions, as Margaret Thatcher, Benazir Bhutto and Jenny Shipley demonstrate. But, until recently, many women seem not to have perceived themselves as appropriate contributors to public, formal talk.

In New Zealand, we identified another context where women contributed more talk then men. Interviewing people to collect samples of talk for linguistic analysis, we found that women were much more likely than men (especially young men) to be willing to talk to us at length. For example, Miriam Meyerhoff asked a group of ten young people to describe a picture to a female and to a male interviewer. It was made quite clear to the interviewees that the more speech they produced the better. In this situation, the women contributed significantly more speech than the men, both to the male and to the female interviewer.

In the private but semi-formal context of an interview, then, women, contributed more talk than men. Talk in this context could not be seen as enhancing the status of the people interviewed. The interviewers were young people with no influence over the interviewees. The explanation for the results seems to be that the women were being more cooperative than the men in a context where more talk was explicitly sought by the interviewer.

Social Confidence

If you know a lot about a particular topic, you are generally more likely to be willing to contribute to a discussion about it. So familiarity or expertise can also affect the amount a person contributes to a particular discussion. In one interesting study the researcher supplied particular people with extra information, making them the ‘experts’ on the topic to be discussed. Regardless of gender, these ‘experts’ talked more in the subsequent discussions than their uninformed conversational partners (though male ‘experts’ still used more talking time in conversation with uninformed women than female ‘experts’ did with uninformed men).

Looking at people’s contributions to the discussion section of seminars, I found a similar effect from expertise or topic familiarity. Women were more likely to ask questions and make comments when the topic was one they could claim expert knowledge about. In a small seminar on the current state of the economy, for instance, several women economists who had been invited to attend contributed to the discussion, making this one of the very few seminars where women’s contributions exceeded men’s.

Men dominate conversations between traditional couples

Another study compared the relative amount of talk of spouses. Men dominated the conversations between couples with traditional gender roles and expectations, but when the women were associated with a feminist organization they tended to talk more than their husbands. So feminist women were more likely to challenge traditional gender roles in interaction.

It seems possible that both these factors – expert status and feminist philosophy – have the effect of developing women’s social confidence. This explanation also fits with the fact that women tend to talk more with close friends and family, when women are in the majority, and also when they are explicitly invited to talk (in an interview, for example).

Perceptions and Implications

If social confidence explains the greater contributions of women in some social contexts, it is worth asking why girls in school tend to contribute less than boys. Why should they feel unconfident in the classroom? Here is the answer which one sixteen-year-old gave:

Sometimes I feel like saying that I disagree, that there are other ways of looking at it, but where would that get me? My teacher thinks I’m showing off, and the boys jeer. But if I pretend I don’t understand, it’s very different. The teacher is sympathetic and the boys are helpful. They really respond if they can show YOU how it is done, but there’s nothing but ‘aggro’ if you give any signs of showing THEM how it is done.

Talking in class is often perceived as ‘showing off’, especially if it is girl-talk. Until recently, girls have preferred to keep a low profile rather than attract negative attention.

Teachers are often unaware of the gender distribution of talk in their classrooms. They usually consider that they give equal amounts of attention to girls and boys, and it is only when they make a tape recording that they realize that boys are dominating the interactions. Dale Spender, an Australian feminist who has been a strong advocate of female rights in this area, noted that teachers who tried to restore the balance by deliberately ‘favouring’ the girls were astounded to find that despite their efforts they continued to devote more time to the boys in their classrooms. Another study reported that a male science teacher who managed to create an atmosphere in which girls and boys contributed more equally to discussion felt that he was devoting 90 per cent of his attention to the girls. And so did his male pupils. They complained vociferously that the girls were getting too much talking time.

In other public contexts, too, such as seminars and debates, when women and men are deliberately given an equal amount of the highly valued talking time, there is often a perception that they are getting more than their fair share. Dale Spender explains this as follows:

The talkativeness of women has been gauged in comparison not with men but with silence. Women have not been judged on the grounds of whether they talk more than men, but of whether they talk more than silent women.

In other words, if women talk at all, this may be perceived as ‘too much’ by men who expect them to provide a silent, decorative background in many social contexts. This may sound outrageous, but think about how you react when precocious children dominate the talk at an adult party. As women begin to make inroads into formerly ‘male’ domains such as business and professional contexts, we should not be surprised to find that their contributions are not always perceived positively or even accurately.

Conclusion

We have now reached the conclusion that the question ‘Do women talk more than men?’ can’t be answered with a straight ‘yes’ or ‘no’. The answer is rather, ‘It all depends.’ It depends on many different factors, including the social context in which the talk is taking place, the kind of talk involved and the relative social confidence of the speakers, which is affected by such things as their social roles (e.g. teacher, host, interviewee, wife) and their familiarity with the topic.

Who talks more is based on social context

It appears that men generally talk more in formal, public contexts where informative and persuasive talk is highly valued, and where talk is generally the prerogative of those with some societal status and has the potential for increasing that status. Women, on the other hand, are more likely to contribute in private, informal interactions, where talk more often functions to maintain relationships, and in other situations where for various reasons they feel socially confident.

Finally, and most radically, we might question the assumption that more talk is always a good thing. ‘Silence is golden,’ says the proverb, and there are certainly contexts in all cultures where silence is more appropriate than talk, where words are regarded as inadequate vehicles for feelings, or where keeping silent is an expression of appreciation or respect. Sometimes it is the silent participants who are the powerful players. In some contexts the strong silent male is an admired stereotype. However, while this is true, it must be recognized that talk is very highly valued in western culture. It seems likely, then, that as long as holding the floor is equated with influence, the complexities of whether women or men talk most will continue to be a matter for debate.

Reprinted courtesy:Language Myths, Penguin Press.

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Suggested Reading/Additional Resources

  • Bauer, Laurie and Peter Trudgill.  Language Myths. London & New York: Penguin Books, 1998.
  • Holmes,Janet. Women, Men, and Politeness. London: Longman, 1995. chs. 2 and 6.
  • Hymes, Dell, ed. Language in Culture and Society. New York, 1964.
  • James, Deborah, and Janice Drakich, ‘Understanding gender differences in amount of talk’ in Gender and Conversational Interaction. Ed. Deborah Tannen. Oxford: Oxford University Press, 1993. 281-312.
  • Spender, Dale. Man Made Language. London: Routledge and Kegan Paul, 1980.
  • Spender, Dale, and Elizabeth Sarah, eds. Learning to Lose. London: The Women’s Press, 1982.

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