Tiffany Harrnd

OConnor
Honors English 9

Activity 10: Analyzing Stylistic Choices

Consider all of the following aspects of the authors technique, answering the questions below.
Each aspect includes several questions to consider.
1. Relationship Between the Writer and the Reader
Does the writer ask or expect the reader to do anything?
The writer expects the reader to agree with what they are saying or can relate to the topic in
some way.
Does the writer address the reader as an expert speaking to other experts, or as an
expert speaking to the general reader?
The writer addresses the reader and an expert speaking to the general reader because when he
gives his opinion, he shows evidence and work by other people.
Does the writer make sure that the reader follows the discussion?
The writer make sure the reader is following along, giving an idea and supporting facts.
Does the writer engage the reader through humor, drama, or unusual examples?
The writer engages the reader by showing examples that cover a broad area of people, of which
the reader could relate to in some way.
Is the writer hesitant or assertive?
The writer in assertive, giving his opinion and flats blankly and being very straight forward.
How much knowledge does the writer assume the reader has?
The writer assumes that the person has witnessed someone, or themselves, being stereotyped,
so therefore know the feelings and affects.
2. Content Choices
What parts of the subject does the author discuss in great detail? What parts are
summarized?
The effects of stereotype threats are explained at length but the reason why it is being brought
up in summarized. The author summarizes the actual meaning of stereotype.
What statements does the writer assume as given (and therefore does not back up with
extensive support)?
The author backs up a lot of his statements but doesn't explain why the stereotypes are in place
for those certain types of people.
What relevant topics are ignored?

The stereotypes that don't have to do with race or gender aren't brought up.
What topics could have been discussed but were not?
Why are women thought to be inferno to men?
Why are the stereotypes for those people so relevant?
3. Expansion of Topics
In what ways are individual topics developed? Are arguments given? Are anecdotes told?
The topic is stated and the research backing it up is given.
Is the reader asked to believe certain ideas or to take certain actions? Is the reader asked
to imagine consequences?
The reader is asked to visualize sceneries and think about the better outcome if stereotypes
didn't exist.
Does the expansion of statements prove the statements or help the reader understand?
The expansion of the statements help the reader understand what the problem is and what the
author is trying to portray.
Does it keep the reader interested or amused or obscure the issues? Does it develop
implications?
It keeps the reader interested and helps them infer where the author is coming from, and why
they are bringing up the issue.
4. Choice of Evidence
What types of information are used to support main statements: statistics, anecdotes,
quotations, original observations, scientific theories, legal or philosophical principles,
definitions, appeals to emotion, appeals to the imagination, or appeals to common sense?
Scientific theories, statistics, quotations, definitions, appeals to emotion, appeals to common
sense, and philosophical principles are used to support the main statements.
5. Use of Reference
How extensively does the writer rely on other sources? (Are there frequent mentions of
other books or articles?) Do you notice any indirect reference to the work of others?
A lot of the article is references to others work, and whenever another work is stated, it is cited
or in quotes.
What methods are used to refer to other works? Do they include reference by title only,
paraphrase, summary, or direct quotation?
The author uses titles, paraphrasing, and direct quotes to refer to others work.
How complete is the documentation and the bibliography?
There is no bibliography at the end of the article. It might be in the back of the original magazine
but not right after the conclusion paragraph.

 What kinds of material does the writer cite: contemporary newspaper accounts, private
diaries, government documents, specialized scholarly studies, theoretical works, bestselling nonfiction books, statistical reports, or literary works?
The writer cites specialized scholarly studies and theoretical works.
What purpose does the reference serve in the writing? Does the reference provide specific
evidence? Quote directly a person being discussed? Provide an assertion by an authority?
Present an example for analysis? Explain a point? Supply the background of a new idea?
Distinguish between conflicting ideas? Place current work in the context of previous work?
Present an idea to be argued against?
The reference provides specific evidence, explain a point and supplies the background of a new
idea.
6. Level of Precision
Is the subject simplified or presented in all its complexity?
The subject is simplified so that the reader can easily understand what the main point is.
Are all important distinctions brought out?
I think more distinctions could have been brought up but didn't to keep the point clear.
Are many supporting details given or are only broad principles stated?
The broad principles are stated but they are supported but evidence and research.
Are potential difficulties in the argument discussed?
Only the problem at hand and solutions are discussed.
7. Sentence Structure
Are the sentences short or long? Simple or complex?
The sentences are long but simple and easy to understand.
Are the sentences declarative statements? Do they set up a complex condition (if then .
. .)?
The sentences are declarative and tell the reader what they think. If this is true, then this is the
effect of it.
Do the sentences have qualifiers (even though . . .)?
Not a lot of the sentences have qualifiers.
Do the sentences describe actions?
The sentences description actions that people should take to stop stereotype threats.
Do they describe physical qualities?
They describe physical qualities of the people being stereotyped.
Do they relate actual events to abstract ideas?
The relate to actual events or events that should take place.

 Do they discuss only abstractions?

No.
8. Word Choice
What are the denotative and connotative meanings of the key words?
The word threats is taken very seriously, and reminds everyone of bad and sinister
happenings.
How do the specific words the author has chosen affect your response?
I think that people don't realize how much this article pertains to them as an individual.
Which words or synonyms are repeated? Why?
Gender and race is repeated because that is where most stereotypes threats are given.
What figurative language does the author use? What does it imply?
The author doesn't use a lot of figurative language in this article, it is mostly direct language.