Skip to main content
Humanities LibreTexts

1.2: Read to study the choices made by other writers

  • Page ID
  • \( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \) \( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \)\(\newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\) \( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\) \( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\) \( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\) \( \newcommand{\Span}{\mathrm{span}}\) \(\newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\) \( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\) \( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\) \( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\) \( \newcommand{\Span}{\mathrm{span}}\)\(\newcommand{\AA}{\unicode[.8,0]{x212B}}\)

    (1800 words)

    Indentifying Writerly Choices

    When you Read Like a Writer (RLW) you work to identify some of the choices the author made so that you can better understand how such choices might arise in your own writing. Instead of reading for content or to better understand the ideas in the writing (which you will automatically do to some degree anyway), you are trying to understand how the piece of writing was put together by the author and what you can learn about writing by reading a particular text. As you read in this way, you think about how the choices the author made and the techniques that he/she used are influencing your own responses as a reader. What is it about the way this text is written that makes you feel and respond the way you do?

    The goal as you read like a writer is to locate what you believe are the most important writerly choices represented in the text—choices as large as the overall structure or as small as a single word used only once—to consider the effect of those choices on potential readers (including yourself). Then you can go one step further and imagine what different choices the author might have made instead, and what effect those different choices would have on readers.

    Say you’re reading an essay in class that begins with a short quote from President Barack Obama about the war in Iraq. As a writer, what do you think of this technique? Do you think it is effective to begin the essay with a quote? What if the essay began with a quote from someone else? What if it was a much longer quote from President Obama, or a quote from the President about something other than the war?

    And here is where we get to the most important part: Would you want to try this technique in your own writing?

    Would you want to start your own essay with a quote? Do you think it would be effective to begin your essay with a quote from President Obama? What about a quote from someone else? You could make yourself a list. What are the advantages and disadvantages of starting with a quote? What about the advantages and disadvantages of starting with a quote from the President? How would other readers respond to this technique? Would certain readers (say Democrats or liberals) appreciate an essay that started with a quote from President Obama better than other readers (say Republicans or conservatives)? What would be the advantages and disadvantages of starting with a quote from a less divisive person? What about starting with a quote from someone more divisive?

    The goal is to carefully consider the choices the author made and the techniques that he or she used, and then decide whether you want to make those same choices or use those same techniques in your own writing. It is helpful to ask yourself questions as you read like a writer. As you’re first learning to read in this new way, you may want to have a set of questions written or typed out in front of you that you can refer to while reading. Eventually—after plenty of practice—you will start to ask certain questions and locate certain things in the text almost automatically. Remember, for you, and most students, this is a new way of reading, and you’ll have to train yourself to do it well. Also keep in mind that you’re reading to understand how the text was written—how the house was built—more than you’re trying to determine the meaning of the things you read or assess whether the texts are good or bad.

    Do you know the author’s purpose and intended audience?

    It may be that you need to start reading before you can answer these first two questions, but it’s worth trying to answer them before you start. For example, if you know at the outset that the author is trying to reach a very specific group of readers, then his or her writerly techniques may seem more or less effective than if he/she was trying to reach a more general audience. Similarly—returning to our earlier example of beginning an essay with a quote from President Obama about the war in Iraq—if you know that the author’s purpose is to address some of the dangers and drawbacks of warfare, this may be a very effective opening. If the purpose is to encourage Americans to wear sunscreen while at the beach this opening makes no sense at all. 

    In What Genre Is This Written? 

    Another important thing to consider before reading is the genre of the text. Genre means a few different things in college English classes, but it’s most often used to indicate the type of writing: a poem, a newspaper article, an essay, a short story, a novel, a legal brief, an instruction manual, etc. Because the conventions for each genre can be very different (who ever heard of a 900-page newspaper article?), techniques that are effective for one genre may not work well in another. Many readers expect poems and pop songs to rhyme, for example, but might react negatively to a legal brief or instruction manual that did so. RLW helps you understand the structures and expectations of different genres, and can be used equally well with either published or student-produced writing.

    Is this the kind of writing you will be assigned to write yourself? 

    Knowing ahead of time what kind of writing assignments you will be asked to complete can really help you to read like a writer. It’s probably impossible (and definitely too time consuming) to identify all of the choices the author made and all techniques an author used, so it’s important to prioritize while reading. Knowing what you’ll be writing yourself can help you prioritize. Maybe your instructor has assigned the text you’re reading to serve as a model for the kind of writing you’ll be doing later. 

    If the text you’re reading is a model of a particular style of writing—for example, highly-emotional or humorous—RLW is particularly helpful because you can look at a piece you’re reading and think about whether you want to adopt a similar style in your own writing. You might realize that the author is trying to arouse sympathy in readers and examine what techniques he/she uses to do this; then you can decide whether these techniques might work well in your own writing. You might notice that the author keeps including jokes or funny stories and think about whether you want to include them in your writing—what would the impact be on your potential readers

    How effective is the language the author uses?

    Is it too formal? Too informal? Perfectly appropriate? Depending on the subject matter and the intended audience, it may make sense to be more, or less, formal in terms of language. As you begin reading, you can ask yourself whether the word choice and tone/ language of the writing seem appropriate.

    What kinds of evidence does the author use to support his/her claims?

    Does he/she use statistics? Quotes from famous people? Personal anecdotes or personal stories? Does he/she cite books or articles? How appropriate or effective is this evidence? Would a different type of evidence, or some combination of evidence, be more effective? To some extent the kinds of questions you ask should be determined by the genre of writing you are reading. For example, it’s probably worth examining the evidence that the author uses to support his/ her claims if you’re reading an opinion column, but less important if you’re reading a short story. An opinion column is often intended to convince readers of something, so the kinds of evidence used are often very important. A short story may be intended to convince readers of something, sometimes, but probably not in the same way. A short story rarely includes claims or evidence in the way that we usually think about them.

    Are there places in the writing that you find confusing?

    What is it about the writing in those places that makes it unclear or confusing? It’s pretty normal to get confused sometimes while reading, especially while reading for class, so it can be helpful to look closely at the writing to try and get a sense of exactly what tripped you up. Are the ideas new? If so, they might become clearer upon rereading. Are there terms and concepts you don't know? If so, you might need to look them up to gain an adequate understanding of the text.

    Pay attention to the ways that texts confuse you to avoid those same problems in your own writing.

    How does the author move from one idea to another in the writing? Are the transitions between the ideas effective? How else might he/she have transitioned between ideas instead?

    Notice that in these questions I am encouraging you to question whether aspects of the writing are appropriate and effective in addition to deciding whether you liked or disliked them. You need to imagine how other readers might respond to the writing and the techniques you’ve identified. Deciding whether you liked or disliked something is only about you; considering whether a technique is appropriate or effective lets you contemplate what the author might have been trying to do and to decide whether a majority of readers would find the technique successful. This is important because it’s the same thing you should be thinking about while you are writing: how will readers respond to this technique I am using, to this sentence, to this word? As you read, ask yourself what the author is doing each step of the way, and then consider whether the same choice or technique might work in your own writing.

    What Should You Be Writing As You Are Reading? 

    The most common suggestion made by former students—was to mark up the text, make comments in the margins, and write yourself notes and summaries both during and after reading. Often the notes students took while reading became ideas or material for the students to use in their own papers. It’s important to read with a pen or highlighter in your hand so that you can mark—right on the text—all those spots where you identify an interesting choice the author has made or a writerly technique you might want to use. One thing that I like to do is to highlight and underline the passage in the text itself, and then try to answer the following three questions on my notepad:

    • What is the technique the author is using here?
    • Is this technique effective?
    • What would be the advantages and disadvantages if I tried this same technique in my writing?

    By utilizing this same process of highlighting and note taking, you’ll end up with a useful list of specific techniques to have at your disposal when it comes time to begin your own writing.


    1. How is “Reading Like a Writer” similar to and/or different from the way(s) you read for other classes?
    2. What writerly choices do you notice in this reading? Were the choices effective?



    Edited version of How to Read Like a WriterAuthored by: Mike Bunn. Provided by: Writing Spaces. CC BY-NC-SA

    1.2: Read to study the choices made by other writers is shared under a not declared license and was authored, remixed, and/or curated by LibreTexts.

    • Was this article helpful?