Tallulah Lefkowitz

OConnor
Honors English
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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?
Does the writer address the reader as an expert speaking to other experts, or as an
expert speaking to the general reader?
Does the writer make sure that the reader follows the discussion?
Does the writer engage the reader through humor, drama, or unusual examples?
Is the writer hesitant or assertive?
How much knowledge does the writer assume the reader has?
The article of the article writes as if he is explaining the topic to the general reader, who has little
to no previous understanding of the topic. The writer doesnt directly expect the reader to do
something, but one can infer that he or she would like the reader to make efforts combating
stereotyping. The progression of this article is smooth and easy to understand.
2. Content Choices
What parts of the subject does the author discuss in great detail? What parts are
summarized?
What statements does the writer assume as given (and therefore does not back up with
extensive support)?
What relevant topics are ignored?
What topics could have been discussed but were not?

The author discusses in great detail the studies of Min-Hsuing Huang and Gregory M. Walton on
stereotype threats and their effects. The author summarized the solution he or she offered to the
problem addressed in the article. The author assumes that the reader has a general idea of
stereotypes that are in existence today. This article ignores the origins of the stereotypes
addressed. This could have been discussed, as combating stereotypes at their source could
prevent them from even existing.
3. Expansion of Topics
In what ways are individual topics developed? Are arguments given? Are anecdotes told?
Is the reader asked to believe certain ideas or to take certain actions? Is the reader asked
to imagine consequences?
Does the expansion of statements prove the statements or help the reader understand?
Does it keep the reader interested or amused or obscure the issues? Does it develop
Implications?
Each topic is developed through a series of short paragraphs. This helps the reader in
understanding the topic, as each small point is elaborated. This also keeps the reader interested
in the topic, as he or she is not bored with one solid, long explanation.
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 two different studies to support his or her main statements. The first study
mentioned examines the difference in black test scores based on the race of the person giving
the test. The other looks at the difference in SAT scores depending on race and gender, and
what these scores mean in college.
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?
What methods are used to refer to other works? Do they include reference by title only,
paraphrase, summary, or direct quotation?
How complete is the documentation and the bibliography?

 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?
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 author used two different studies, as well a statement by a Stanford psychologist as
sources of information. All of these back up the main point the author is trying to communicate
to the reader, and serve as examples of stereotype threat environments. This article does not
include a bibliography, and therefore there are no cited works.
6. Level of Precision
Is the subject simplified or presented in all its complexity?
Are all important distinctions brought out?
Are many supporting details given or are only broad principles stated?
Are potential difficulties in the argument discussed?
The subject is somewhat simplified, so that an average reader can understand it. In terms of
explaining stereotype threats, many supporting details are given. The solution to the problem,
however, is very broadly and loosely stated. The author states how research on stereotype
threats can be very controversial, and possibly problematic.
7. Sentence Structure
Are the sentences short or long? Simple or complex?
Are the sentences declarative statements? Do they set up a complex condition (ifthen...)?
Do the sentences have qualifiers (even though ...)?
Do the sentences describe actions?
Do they describe physical qualities?
Do they relate actual events to abstract ideas?

 Do they discuss only abstractions?

The sentences can be quite long, though most are fairly simple. Many sentences are declarative
statements, and some set up a complex condition. The sentences dont often describe physical
qualities, but actions and information. This article very much relates actual events to abstract
ideas, as shown by the many studies mentioned that prove the negative effects of stereotype
threats.
8. Word Choice
What are the denotative and connotative meanings of the key words?
How do the specific words the author has chosen affect your response?
Which words or synonyms are repeated? Why?
What figurative language does the author use? What does it imply?
The sentence structure is fairly simple, but many of the words the author chose to use are fairly
uncommon, such as salient, meritocracy, and ameliorate. The author uses little figurative
language. The word stereotype, for example, has a negative connotation, as it is often
associated with words like threat. The word stereotype is also used many times, as it relates to
the topic of the article.