Marina Armstrong

O Connor
Honors English 9
2 May 2016
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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 asks the reader a question and gives them an answer to choose. He also expects the
reader to think and to consider the problems brought forth.
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 general reader not to other experts.
Does the writer make sure that the reader follows the discussion?
Yes, the writer makes sure that the reader is able to follow the discussion by using simple
language that is clearly understandable.
Does the writer engage the reader through humor, drama, or unusual examples?
The writer engages the reader but not so much through either humor, drama, or unusual
examples. Interestingly, the writer is able to engage the reader through simple facts and evidence
that question the readers thinking and understanding.
Is the writer hesitant or assertive?
The writer seems more assertive than hesitant because he makes direct statements and gives facts
that are not questionable. All the examples he gives of stereotype-threats are solid points that
give no other explanation.
How much knowledge does the writer assume the reader has?
The writer assumes that the reader has almost no knowledge in the topic and starts from the
beginning, giving a full explanation of what he is writing about.
2. Content Choices
What parts of the subject does the author discuss in great detail? What parts are

summarized?
He discusses in great detail on the GPA of women and minorities verse mens and how test
scores and your ability to succeed is based upon your gender. He summarized the section where
he talks about how people who are faced with stereotype-threats feel out of place and as if they
dont belong; the author just explains it as a girl in a math class or a white kid trying out for a
basketball team.
What statements does the writer assume as given (and therefore does not back up with
extensive support)?
In section 18 he says that in one study they found that stereotype-threats diminish when
students think of something dear to them while writing an essay but he uses the word,
presumably not backing it up with evidence of any kind.
What relevant topics are ignored?
The writer ignores the topic that in some ways we need stereotypes, that most stereotypes are bad
but some are needed for society to function. An example would be the stereotype that people
should wear suitable clothing. Of course we could all run around naked or in our pajama shirts
but in order to have a more sophisticated society, we need to have specific stereotypes like
wearing proper clothing.
What topics could have been discussed but were not?
The topic of class stereotypes was ignored when it should have been brought up.
3. Expansion of Topics
In what ways are individual topics developed? Are arguments given? Are anecdotes told?
In sections 16 and 17 the author gives the answers from two researchers but also contradicts their
answer giving a counterexample but then goes on to give the answer that the researchers had to
the problem.
Is the reader asked to believe certain ideas or to take certain actions? Is the reader asked
to imagine consequences?
In my opinion the reader isnt asked to believe anything; they arent asked to imagine
consequences or to take actions. The writer doesnt ask the reader to believe anything; he is just
writing what he has to say on the topic and to inform the reader on stereotype-threats. Because I
am the reader and I dont feel as if anything was asked of me I can say this.
Does the expansion of statements prove the statements or help the reader understand?
Yes, by giving the reader evidence and facts that back up the statements the reader is able to
understand and believe what is being told.
Does it keep the reader interested or amused or obscure the issues? Does it develop
Implications?
The facts and evidence keeps the reader interested but when talking about the SAT scores of
women, minorities, and men there is complications because the reader doesnt know if in fact
colleges will pick women and minorities over men because they are known to do well or if they
arent picked because men are supposed to have a greater GPA success.

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?
The author uses quotes from college professionals and from tests and surveys, scientific theories,
and statistics.
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?
The author relies on other sources quite a bit which in this case isnt bad because he needs facts
to make what he is saying believable. I noticed that in paragraph 18 the author gives indirect
reference to the work of others where he only describes it as one study.
What methods are used to refer to other works? Do they include reference by title only,
paraphrase, summary, or direct quotation?
He uses direct quotation and uses titles and names.
How complete is the documentation and the bibliography?
The documentation and bibliography is fairly complete but the author should be giving more
than names and titles and be referencing from the studies
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?
He sites specialized scholarly studies and statistical reports.
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?
These references provide specific evidence for the author's ideas and supplies background for his
statements.
6. Level of Precision
Is the subject simplified or presented in all its complexity?
The subject is simplified so that the reader is able to get a broad understanding and stay
interested and not feared off by something complex and hard to understand.
Are all important distinctions brought out?
Not all important distinctions are brought out such as how stereotype-threats arose and how in
some ways we need them.
Are many supporting details given or are only broad principles stated?

Many supporting details are given through facts.

Are potential difficulties in the argument discussed?
Yes, the author discusses arguments that could arise from the evidence of others.
7. Sentence Structure
Are the sentences short or long? Simple or complex?
The sentences are long and complex.
Are the sentences declarative statements? Do they set up a complex condition (ifthen...)?
The sentences are not declarative and don't set up a complex condition.
Do the sentences have qualifiers (even though ...)?
No, the sentences dont have qualifiers.
Do the sentences describe actions?
The sentences dont describe actions.
Do they describe physical qualities?
They describe physical qualities in the way of race and gender.
Do they relate actual events to abstract ideas?
Yes, the author relates actual surveys and tests to his abstract ideas.
Do they discuss only abstractions?
No they discuss facts and tests not just abstractions.
8. Word Choice
What are the denotative and connotative meanings of the key words?
The denotative meanings of the key words seem to be derogatory yet the connotative is not of a
dark meaning but rather of an issue.
How do the specific words the author has chosen affect your response?
Some of the words such as race and gender affect the way I think and make me reconsider how
stereotypes affect these two groups.
Which words or synonyms are repeated? Why?
The word stereotype-threat is repeated and so is race and gender because the author wants to
show how race and gender are all relative to stereotype-threats and also to prose the topic of his
article.
What figurative language does the author use? What does it imply?
The author says things such as, presumably bolstering their confidence in the
face of stereotype threats. This implies that in order to help get past stereotype-threats, people
need to feel confident and to feel of belonging.