Let’s discuss the author’s style and purpose

 The author’s style is his or hers special way of using words. It is made up of these elements:

The words an author chooses.  For example, a writer may call a musician “an awesome guitarist.” The word awesome helps create an informal style.  Writing in a formal style, the writer might call the same musician “a gifted guitarist.”

The flow of sentences.  Some writers write in short bursts: “That was that. The test was over. I had done my best.”  Others write long, flowing sentences: “Looking back on that long, hard test, I found a reason to be happy: I had done my best.”

The authors attitude toward the readers or the topic.  For example, a writer might write an article to help beginning painters. Because the writer wants to encourage readers, the writer might use a cheerful, gentle style.

On the British side, Britain's soldiers were full-time and well-trained. This was their profession. Britain also hired German soldiers to fight America. Some Americans who were still loyal to the king also fought for Britain. These loyalists were called Tories. The British army also recruited thousands of American slaves by promising them freedom.

A. Short, simple sentences B. Long, complicated sentences C. Different types of sentences D. Long but simple sentences

A. A beautiful flow B. A poetic sound C. The sound of a military professional D. Smooth connections between ideas

A. Many difficult words B. Mainly simple words C. Many colorful, lively words D. Many slang words

A. A tone of kindness B. A tone of pity or regret C. A tone of anger or annoyance D. A tone of generosity

 This is the way the writer “sounds.” It is the personality writer expresses in his or her own words. A writer’s voice can have qualities such as the following:

 The employees at the library appreciate the special effort the volunteers make. That is why they are offering volunteers free snacks on Wednesdays and Saturdays. You know something? They just made volunteering a little easier.

 The community wanted a new high school gym, but they voted against paying extra taxes to build it. I say, quit complaining. Face the facts—you get what you pay for.

 Let me say it in plain English. The mayor’s idea is ridiculous. He calls it a great plan. Sure– a great plan to make the mayor rich. A. Blunt and sarcastic B. Sad and thoughtful C. Thoughtful and considerate D. Optimistic and hopeful

 When my man takes a solo on his sax, look out! The notes pour out of his horn in a joyful jumble. He is so hot, he sizzles.  List two words that give it an informal or casual quality.  List two words that give it an energetic quality.

 The longer we wait to solve the problem of global warming, the greater the problem will become in the future. We need to face this problem now, not for our sake, but for our children. A. Serious and formal B. Friendly and informal C. Pessimistic and informal D. Uplifting and formal

 His or her own reason for writing. There are four general purposes for writing: 1. To entertain 2. To inform 3. To describe 4. To persuade

I’m not sure I can tell you what you want to know about my brother; but everything about the pet fox is important, so I’ll tell it all that from the beginning. It goes back to a winter afternoon after I’d hunted the woods all day for a sign of our lost pet. I remember the way my mother looked up as I came into the kitchen. Without my speaking, she knew what happened. For six hours I had walked, reading signs, looking for a delicate print in the damp soil or even a hair that might have told of a red fox passing that way—but I had found nothing. -from “Last Clover” by Paul Annixter

A. To inform readers about hunting B. To describe what it’s like to hunt a red fox C. To entertain readers with a tale about hunting D. To persuade readers to hunt

A. To present the story in a realistic way B. To persuade readers to give hunting a chance C. To explain what his day was like D. To inform readers about his day hunting

 You will look at reading passages of your own and you will need to assess the style, purpose, and voice of the author.  Pull examples from the reading of your choices.  You can use the chart given to you by your teacher to write about the author and document lines for support.