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the choices that the author made that stood out to me the most was the perspective changes and choices each saying they had nothing to do with it. The perspective never switched to the victims point of view, and all of the children that did have a voice all pushed the blame away from themselves. Not one of the children telling their side of the story 'pleaded guilty' to hurting the crying child, so its just showing that their defense mechanism to stay out of possible danger or trouble is to push the blame to someone else.

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The biggest thing I noticed that the author of Not My Fault did was show how each kid played a role yet none blamed themselves. The kids in the story all had a way that they told the reader that it wasn't their fault but somebody else's. The author showed that some of the kids didn't know what to do, were scared, or weren't involved so it wasn't their fault. This is something people often do in real life and they do play a part in what is going on. By not acting to stop the bullying they are making it worse. The text shows the sides of bullying where people ignore whats happening and when people say they didn't start it so it's not their fault.

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The most important author's choices I noticed in It's Not My Fault by Leif Kristiansson were the way the sentences were written, the drawn pictures, and the images at the end. The way the sentences were written makes the story very repetitive, but it got the point across that none of the kids were going to fess up. The drawn pictures above all show that the kids really don't care about the situation. The images at the bottom of the text make the soldiers torturing people look just like the children in the story. The soldiers don't take any of the blame, and laugh at the person who they tortured.

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In Not My Fault by Leif Kristiansson, the most noticeable thing is how each of the children had a different approach to shifting the blame off of themselves. Some kids owned up to their actions and admitted to bullying, but others tried to escape punishment by saying "someone else hit him first" or "I couldn't stop them all by myself." I also noticed how the author used children in a daycare to represent a real life situation that happens all the time.

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In Not My Fault, the author really emphasized that when something happens and you are caught up in the rush of the moment, you are all going to feel different, but it shows that even though they did different things, the main point was that they wanted to not get into trouble and have the blame put onto them. This is how a lot of different people react to the group mentality when things turn bad, or even when they do things by themselves, they still have this train of thought, in that they want to make sure that they are safe, and they don't really care who gets hurt.

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The biggest thing I noticed about how the author chose to write this story was how they chose to change perspectives. Each page was a kid in the class and their perspective on the situation that was happening. This really helped illustrate how each kid didn't fully understand how their small actions make a big impact in a group. Group mentality is a very toxic way of thinking and this is very well portrayed in this story. Another interesting choice by the author was the repetition of "its not my fault" basically showing how none of the students would own up to and take responsibility for their part. The person who started the bullying is not the only person in the wrong but the person who watched and didn't anything or the person who laughed or the person who hit the kid while he was down. Overall the author did a very good job at portraying a defensive tone from the students as well as the impact that herd mentality can have on a individual

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One of the biggest things I noticed was it was written in many points of views, and each of the kids always said that it wasn't me, none of them wanted to take the blame. The authors message was that people like to shift the blame, and that people need to take responsibility for their actions.

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The biggest thing I noticed about the author's choice in writing was that It was written in many points of view, the views of every child in the class, and they all were thinking pretty much the same thing which showed that they all had the same way of thinking, and nobody was brave enough to actually do anything when people were doing something wrong.

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One of the choices the author made that stuck out to me was the repetition of children saying, "don't blame me" or, "it wasn't my fault." Normally when you read something about bullying its from the victim's perspective, but this is from the other kid's perspective. When they are constantly shifting blame it shows that bullying is not just one person involved. In this story everybody was involved. Even those who watched and didn't do anything were involved. The author wants to make it clear that bullying is not just a victim and a bully but its all the people who saw it, and joined in, or saw it and failed to report it. It makes the reader feel bad for the victim even more because he was truly helpless.

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One of the main things I noticed about this text was the use of short and concise sentences. I think the word choice really illustrated that it was a child who was talking. However, I think these short sentences, although trying to give a sense of innocence to the kids, also shows the underlying sense that they know they did something wrong, as they all didn't really have much to say. I think the simple illustrations also add to the fact that they were all there, but even now as they are speaking while the kid is still crying, no one really seems phased by it. The repetition of phrases like "it wasn't my fault" and "everyone was doing it, so it must've been ok" really add to how all the characters are trying to maintain innocence, almost as though they can't admit to themselves that they did something wrong. I think the images at the end with the question "does it have nothing to do with me?" really add a theme to the story that as a society we tend to watch things happen, or even participate in things that we know are wrong, but try to push the blame onto others so we don't have to accept that it is, at least partly, our fault. Despite the short text, the images and words created a deeper impact and message that can really attest to the society we live in today.

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the authors choice to add the pictures at the end show that most of the world chooses to ignore huge problems in our society but shift the blame because there was "nothing they can do about it." the choice in making the sentences shorter also impacted the story. It tells the reader that the kids couldn't come up with a good excuse of why they didn't help the kid who was getting bullied. The drawing on each page shows the kids just staring at the crying child, instead of offering a hand or trying to comfort them.

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The author chooses to project a very mellow defensive tone across from the narrator. The author chose to write in the perspective of every student which helped convey his intended message. The children who bullyed the other kid have very negative characteristics. They are very hypocritical and are people who are always trying to put the blame on others because of their self insecurity. This was a smart choice because it emphasizes the authors purpose on writing the story. All kids should be kind and compassionate to their fellow classmates.

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Authors choices that were more evident than others was the repetitive speech. Each student putting into their own words that it was not their fault made it clear that no body was going to take the blame. The images throughout the story had the one boy crying while each student showed up. The pack of students in the back correlates to the real life photos by simulating that one group stands together to destroy another. These choices impact the text by sending a message through to the reader.

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Some author's choices I noticed about the text were sentence structure, the drawings, and the repetitive nature of it all. On each page every student was asked about what happened to the boy who was crying. The sentences were short and innocent as told by children, but all of the students either did not tell all of the truth or made and excuse about how it "Wasn't my fault". The illustrations added a lot to the story with one kid explaining and everyone else watching and judging in the back. This story represented bullying perfectly. How it only takes one kid to start and everyone else follows along or is too afraid to put a stop to the bad behavior in fear of being judged and bullied as well.

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I found the author's illustrations very interesting. Each child was drawn to look somewhat the same, yet there was at least one feature that separated them from everyone else. I liked this since everyone seemed to be blaming one another and repeating the same sentences - 'It's not my fault', 'it had nothing to do with me.' This shows that when one child does something, it has an impact on everyone, creating a chain effect. I also noticed the words, how each person barely had anything to say on the matter. It was clear they were all at fault, yet they

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I thought one of the author's choice of keeping each sentence that the children very short helps give off the impression that they knew that is partly their own fault. Most of the time in life, when someone is trying to prove that they are innocent or not guilty, they will list out a lot of reasons and give long explanation for it. However since it was short and blunt, it gives the feeling that the kids knew deep inside that it was slightly their fault. Then the last short sentence said, "Does it have nothing to do with me?" meaning that they are questioning and doubting what they said before of what they said before about how it wasn't their fault. In this situation, the doubt gives out the feeling that they knew that it was their fault. Overall, the author choice of using short sentences give the readers the impression that the children knew that it was their fault.

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I thought that the authors choice in drawing was very unique. There were fifteen children in the class, and the fourteen of them were bullying that one child. In each of the pages there was the picture of the victim, the fourteen other children watching him, and the 'speaker' of that page facing the reader. Each child said the same thing as the others 'everyone else was doing it, so I thought it was fine.' and I thought that this was very impactful because it shows that if even as little as two people start doing something, maybe just some light teasing, then someone else will join in, and another, and then they're competing and it escilates until the whole class is doing something that they would have never thought of doing if it was only them.

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I thought that the authors choice in which words and emotions really made this text very meaningfull. Throughout the whole text, every single person had different emotions about this situation. All of those words brang emphasis and meaning to the text. While this story was short,it words were very deep in meaning. The pictures are at the end were the part that impacted the text the most. They tied and connected the text by explaing what the theme was. They showed how innocent people are getting bullied for their race, gender, etc. Overall, this text was very short but a lot of strong words, images, etc. were put into it.

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The author's choice of words and sentence structure helped bring out the fact it was children speaking, with very blunt and short sentences, not very elaborate, nor using any fancy words. Very simple words that get right to the point. The word choice also invokes a kind of uncertainty and an uncomfortable feeling at trying to still hold themselves innocent. The illustrations are drawn in a more simple style with simple shapes, similar to a way children would. It helps illustrate the point that these are children speaking, along with the words and sentence structure. Another choice the author did was how in all of the children's dialogue, they all blame other people but don't blame themselves. They push everything onto other people saying things others should be doing in that situation, but not doing it themselves. It reflects how people can easily not hold themselves accountable for actions, instead "going with the flow" despite knowing what they're doing is wrong. They overlook that fact with "other people were doing it, so I did it too".

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I think the author's pictures at the end of the story are what what really impacted the text the most. The story itself is about kids that shift the blame of hurting someone onto the other children. This could be applied to society in general, but the pictures at the end of the story defines that kind of behavior in events that happened throughout history. The little boy on the last page is crying and most likely also suffering because people keep looking away from his pain. No one is trying to help him because they have no reason to, or they blame his pain on him, or his pain is someone else because it's their problem to fix. So just like the boy in the story, the picture of the real life boy keeps crying.
The author is trying to show people that people have a constant tendency of not taking responsibility for the wrongs they committed, so the pictures at the end let them do that.

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I thought one choice that the author made that really impact the text was the use of the illustrations. I liked how after each statement, by looking at the picture you could see that another kid had bullied the poor child. The sentence structure was short and innocent, which resembles how a child would describe the situation versus how an adult would. Additionally, the repetition of "You can't blame me!" and "It had nothing to do with me" evoke a mood that the kids are uncomfortable watching the bullying but they're trying (in vain) to justify their actions. Though they knew what was right, they didn't do it, and through the book they are trying to convince themselves as well as the readers that it wasn't their fault.

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I really like how the illustrations all were drawn like how a child would draw them to show that the countries situations are exactly like how children push the blame on each other for things they all participated in. It shows that not only is starting a problem an issue-hitting the kid in this case-ignoring a problem and acknowledged the problem are all issues too. Our actions, no matter how we personally feel about them, have impacts on people that are just us. People have a problem with the idea that they are part of the problem and they shove the blame onto the victim or anyone else who happened to be there. They know it is wrong but they do nothing about it themselves.

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I like the author's choice to create the illustrations were like a child's and I noticed how the sentence structure was like a kid's with very short and to the point sentences which made more of an impact. All of the kids had different thoughts on the bullied child, whether they actively participated in the actual bullying or were bystanders, they all seemed to place the blame on someone else as a way to rationalize their own actions during the bullying. All of the children made remarks about what the other kids were or weren't doing. For instance "I hit him too, But it doesn't matter. Everyone was hitting him, So you can't blame me." This portrays how when one person made the choice to do something the rest all joined in and simply because they didn't know any better. The author did a great job fixating on the innocence of a child's mind in order to rationalize good/bad actions.

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The author's choice to make each child shift the blame of what happened onto others reflects the idea that in society, people don't hold themselves accountable for their actions. Each child claims to think they know what someone else should have been doing in that situation, but fails to do it themselves. The final question at the end "Does it have nothing to do with me?" evokes the idea that people are uncomfortable with challenging the idea that they are innocent and can do nothing.

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One of the biggest things that I noticed was the short, concise, and to the point explanations of what they did. This shows how they might not have been telling the whole truth and mostly telling what they didn't do and not as much what they did do. They also talk about what other people did and how that is supposed to make their actions okay even though they are not. I also like how at the end the author choose to essentially sum up what everyone said by saying:
"i hit him too,
But it doesn't matter.
Everyone was hitting him,
So you cant blame me"
This showed how the characters thought that if everyone did it, they can't punish me because although I did *blank* it doesn't matter because I didn't do *blank*

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I really like the illustrations, and how they show each sentence comes from a different kid. They all blame each other, but they all have themselves to blame. I think the illustrations help to show how they know what is happening is wrong, because they say the other kids are doing bad things, but they can't bring themselves to take responsibility.