Synthesis of Literary Elements

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Presentation transcript:

Synthesis of Literary Elements TONE

Tone is . . . The writer/speaker’s attitude toward the subject and the audience Quite often described by a single adjective Ex: playful, serious, formal, sarcastic, proud, didactic, vibrant

How do we analyze tone? Diction Imagery Details Language Well, by examining DIDLS, of course. Diction Imagery Details Language Sentence structure

Diction The connotation of word choice Ex: fat vs. roly-poly vs. obese The old man was fat  (blunt) The old man was roly-poly (jolly) The old man was obese (critical or clinical)

Imagery Vivid appeals to understanding through the senses olfactory (smell) tactile (touch) visual (sight) auditory (hearing) gustatory (taste)

Imagery (cont.) Ex: “He clasps the crag with crooked hands.” Tactile, visual imagery dramatic tone What images does the author use? What does he/she focus on in a sensory way (sight, touch, taste, smell, etc.)? Are they vibrant? Prominent? Plain? NOTE: Images differ from detail in the degree to which they appeal to the senses.

Details The facts that are included or those omitted PLEASE NOTE: Details are facts or fact-lets. They differ from images in that they don't have a strong sensory appeal.

Details (cont.) Ex: What changes in detail might a one make in reporting a minor car accident to her parents, a policeman, or her friends at school?

Language The overall use of language (i.e. clinical, formal, jargon, etc.) What is the overall impression of the language the author uses? Does it reflect education? A particular profession? Intelligence? Is it plain? Ornate? Simple? Clear? Figurative? Poetic?

Language (cont.) Ex: An invitation to a graduation might use formal language, whereas a biology text would use scientific and clinical language.

Sentence Structure How structure affects the reader’s attitude Interrogative sentence creates tension between reader & speaker Short sentences– often emphatic Long sentences– often distancing, reflective

Sentence Structure (cont.) Ex: “Dozy. That’s what his teacher had called him. Dozy. He’d always been like that. Dreaming in class. Off in a world of his own. Unreliable. Vague. He was sick of all the labels they attached to him – they had really absolutely no idea what was going on in his head.” Question: How does the sentence structure here help distinguish the teacher’s opinion from the narrator’s?