Danger Will Robinson Analysis

By choosing strong and well-thought out words, it allows the readers to better pay attention to detail and recollect more material. Influential diction causes the readers to become reeled in and intrigued in the novel. The narrator writes, “You’d fine the high school phenoms running circles around the overweight has-beens, guys who’d effortlessly played above-the-rim years ago now trying to catch their breath and salvage what was left of their once-stylish games” (Moore 44). Using words like ‘phenoms’ and ‘has-beens’ causes the author and the reader to relate. The narrator creates a connection between himself and his audience by using words his readers can understand and empathize with. Wes says, “You’d find the drug dealers there...smelling like a fresh haircut and with gear on that was too fine for sweating in” (Moore 44). Moore uses imagery and tugs at our senses to allow his audience to better picture the situation he is explaining and describing. Imagery, along with strong diction, generates a more engaging novel. The storyteller’s sentence structure varies from short to long. This allows the reader to stay interested and keeps the author’s sentences flowing easily. Wes Moore, the narrator, is guilty of inspiring and influential diction and

Why do the words that authors use in their writing help set the overall atmosphere of the story? In the story, "What Do Fish Have to Do With Anything," a young boy named Willie and his cautious mother, who were abandoned by their father, come across a beggar, and Willie grows curious of his character, thus leading him to question him. After a series of encounters, Willie learns that the homeless man was not what he seemed, but a man of wisdom. In the story, “Dark They Were, And Golden Eyed” by Ray Bradbury, a party of humans arrive in Mars and try to build their new lives there after an apocalypse on the Earth. One of the humans, Harry Bittering, is skeptical about Mars and how living there may not be the best idea. In both “Dark They Were,

George Orwell, in an essay from Shooting an Elephant and Other Essays titled “Politics and the English Language” (1950), argues that the English language, through a cyclical process of sloven language and foolish thought, has become “ugly and inaccurate.” He supports his argument by using expert opinion, metaphors, and historical context. Orwell’s purpose is to demonstrate the debasement of the English language in order to prompt writers to make a conscious change in their writing . He adopts an informal tone (“Look back throughout this essay, and for certain you will find that I have again and again committed the very faults I am protesting against”) for writers in a time of political turnover and rising superpowers.

Authors write to be understood and to show others their beliefs. They want to color a picture for you in the words they are writing. John Steinbeck used word choice, parallelism, and foreshadowing in Of Mice and Men in the same way a great artist creates a scene.

For instance in paragraph 18 it states, “Push it. Examine all things intensely and relentlessly.” Another example of this is when the author states, “Write about winter in the summer.” (Paragraph 4) The use of short and concise sentences gives a sense that what the author is advising can be achieved with ease. Furthermore, the setences are straight forward and not long, so the reader knows exactly what the author wants them to do. In addition to that, the use of action verbs entices readers to follow the advice because the exact action that is needed has been stated by the author. If one knows exactly what they are supposed to do, they are more likely to do it which is what this author has done here. Finally, the use of literary devices contributes to the tone because metaphors are made which give a better understanding to the reader of what the author is asking of them. Specificially, metaphors are used to connect the author’s ideas to familiar

The organization and transitions take away from his actual writing. He jumps from one idea to another and it is not clear what the point is at that specific moment. One example of this is when he jumps from masculinity, to a short paragraph about femininity, then abruptly back to the problems with being a male.

In George Orwell’s essay, “Politics And The English Language” Orwell discusses how the English language is changing negatively. His purpose is to show how modern writers, especially in politics, has become bogged down with the poor use of language. Orwell does this by using examples, critiques, and inductive reasoning. The author also has a serious tone that shows what he is talking about is very important to him and should be to his audience.

Precise writers make linguistic choices to create certain effects. They want to have their readers react in a certain way. Go back through the text and analyze Krakauer’s use of words, sentences, and paragraphs, and take note as to how effective a writer he is.

Mike Bunn’s article, “How To Read Like a Writer”, simply does what the name implies: it is trying to encourage readers, students for the most part, to ‘read like a writer’. Bunn briefly reveals how he came acquainted with ‘reading like a writer’, and then goes on to explain to his audience how to ‘read like a writer’ themselves. From the opening sentence, to the closing statement, Bunn is encouraging students to analyze how a certain texts were written and why they were written that way. Bunn claims that by using this way of reading, you not only understand the text better, but you also become a better writer as you learn and develop the skills you analyze. Bunn is hoping that, after reading his article and adopting his methods, students will

One key rhetorical pattern that allows Talbot extensive control over how the audience views her topic is diverse syntax. Via mostly cumulative sentences, Talbot is able to clearly emphasize a specific idea about the subject while remaining neutral. For example, she explains that “Saratosa is a competitive school district-- while visiting the area, I saw a car with a bumper sticker that read, ‘My Child Was Student of The Month at Tuttle Elementary’-- but most of the high schools have taken Kennedy’s lead”(224).

One example of this contrast includes: “Look, we don’t get to be cool very often. We take it where we can get it.” (Giffels 12). This line shows the way he writes simply using a generic term such as ‘cool’ and then one example where he uses switches to a more advanced level can be seen on page fourteen. Giffels’ describes a day at his office with descriptive detail: “I was working in my office on a gray Sunday afternoon near the end of the spring semester, chilly gusts sweeping at the windowpanes.” Another reason his writing style is unique is because Giffels tries to target as large an audience as possible throughout his book. The reason for this broad style is so that it will appeal to readers by their preferences. Therefore, his unique style allows the readers to be more intrigued in the book because of this one may come to the conclusion that Giffels’ choice to use this style to appeal to as wide a margin as he possibly could, was a smart

By doing so, Crawford builds his pathos, which makes the reader more likely to believe the argument set forth. In one of his hypothetical examples involving a cook hard at work, he says that the cook “spins on his heel, does a little I, Robot dance move and seamlessly hits upon a task...” when he successfully utilizes a jig (Crawford 34). Later, he adds the parenthetical statement to his sentence, “If you shop at the supermarket (because you aren’t Amish)...” in order to add some comedic relief (Crawford 40). A few pages later he even utilizes a form of the “F word” with no previous inclination of vulgar language. The juxtaposition of this sort of informal writing with extremely academic reasoning may appear odd, however, it is necessary due to the abstract ideas he is trying to propose. These moments of informality provide a break from higher­level thinking, which allows the reader to hone in on the arguments more clearly.

Many times the writing style of the book at time felt distracting, confusing, and even frustrating. For example, whenever Rediker would refer to a quote

The writer’s purpose in this excerpt is to entertain the readers. She makes the readers feel interested and want to continuously read more story. She uses many literary and rhetorical devices. First, she uses commas to give specific details. For example, “Dudley squeaked and ran to hide behind his mother, who was crouching, terrified, behind Uncle Vernon.” She also uses onomatopoeias to imitate natural sounds such as “BOOM” and “SMASH!” Imagery is another significant device because she makes the reader imagine what character or any element looks like. For instance, “A giant of a man was standing in the doorway. His face was almost completely hidden by a long, shaggy mane of hair and a wild, tangled beard, but you could make out his eyes, glinting like black beetles under all the hair.” The author influences the reader by the writer’s words and narrative with dialogs.

Before the 20th Century, literature was pretty straightforward; the narrators were reliable, the timelines were linear, and the perspective was clear, but then somebody got the idea to mix it up. This is how we got books such as The Great Gatsby and one of our class texts, Orlando. For some, this was a startling and uncomfortable transition from what used to be considered the, “normal” format which was very up front in terms of structure and voice. Others found it to be more exciting and, while it was still weird and unsettling for those people, it forced people to think more about what the books were trying to communicate, instead of just being handed the message; they had to work for it. This has become one of the leading reasons that societies are encouraged to read; if you read a book that forces you to think, your mind becomes stronger and this promotes an increase in intelligence and creativity.