2.14/2.15 Wed/Thu Objectives: Analyze texts rhetorically. Discuss the development of tone in texts. warm-up: Gatsby passages activity 1: Gatsby/diction ultimate street-fighter dance-off activity 2: Tone notes close: Tone analysis HW DUE: Gatsby 4-6 hard copy and on turnitin HW for 2.19/2.20: Sedaris excerpt from Me Talk Pretty One Day and ladder stuff (PDF on my website) and vocab. 7 Upcoming: 2.19/2.20:  vocab. 7 due 2.23/2.26:  Gatsby 7-9 assessment 2.27:  ACT day 2.28 (“B” day)/3.1 (“A” day):  Diction, syntax, tone test 3.2/3.5:  Rhetorical analysis FRQ 3.6/3.7:  Begin rhetoric unit (NOTE:  “B” day will be going first for this entire unit, all the way up to the AP Lang test.  Adjust accordingly!) 3.6/3.7:  Grammar 5 Due 3.16/3.19:  vocab. 8 due 4.10/4.11:  grammar 6 due 4.18/4.19:  vocab. 9 due 5.16:  AP Lang test 5.23/5.24:  vocab. 10 due

Class Reminders If you are absent when something is due: You MUST prove to me that you’ve completed it by the time it’s due You MUST bring me a hard copy of that item the day you return If you are absent when there’s a quiz/assessment: You MUST make it up by 5 days after the original assessment date YOU will reach out to ME to discuss day options I will NOT reach out to you After 5 days (not A/B days), the zero stays in the gradebook

2.14/2.15 warm-up: Pick two things Both from ch. 4-6 One thing is the most important plot thing that happens. The other thing is the most important symbolic thing that happens. And, sure, they can be the same thing.

2.14/2.15 activity: Gatsby 4-6 assessment What will it be today? Hmmm . . .

2.14/2.15 activity: Gatsby 4-6 assessment It’s a quiz! When you’re done, staple to HW Grab “Big Boy” by David Sedaris and get reading!

2.14/2.15 notes: Tone So you’ve basically been answering tone questions all year. For example . . .

2.14/2.15 notes: Tone 30. Which of the following best describes Henry’s tone throughout the speech? Respectful but passionate and forceful Desperate and pleading Angry and intimidating Confused yet demanding and bullying I love writing tone questions!

2.14/2.15 notes: Tone The Lang test writers love tone questions, too! 2008 exam The tone in the passage can best be described as dramatic confidential impressionistic thoughtful yet playful moralistic and rigid

2.14/2.15 notes: Tone In context, the tone of lines 8-12 can best be described as heedless scandalized critical surprised encouraging

2.14/2.15 notes: Tone Sometimes they refer to tone as “attitude.” The attitude of the author toward the English language is one of high regard for the early scholars of English grammar acceptance of changes in English despite a strong sense of loss disdain for those condoning the linguistic flexibility of English interest in the past of and optimism for the future of English a hatred for words like “skrrrrrt” but a grand love of words like “stooooooop”

2.14/2.15 notes: Tone So I guess College Board and I think tone is important. But it can sometimes be difficult to nail down if I don’t give you four multiple choice variants each having a set of two words. For example, what would you say the tone of this class is? I suppose in answering that, you need to consider some other factors. What is the purpose of the class? Who is the audience? Who is delivering the message? These things should influence tone. In fact, the only way to understand tone is to analyze it as a result of several factors. The first two should be obvious.

2.14/2.15 notes: Tone The first two factors that influence tone are: Purpose: what the speaker hopes to achieve Audience: for whom the speaker intends the text But there’s something important to remember. Tone could be several different ideas. There could be a tone to the text. There could be a tone the author has. There could be a tone to a speaker which might be separate than that of the author. Let’s take a look at Sedaris.

2.14/2.15 notes: Tone It was Easter Sunday in Chicago, and my sister Amy and I were attending an afternoon dinner at the home of our friend John. The weather was nice, and he'd set up a table in the backyard so that we might sit in the sun. Everyone had taken their places, when I excused myself to visit the bathroom, and there, in the toilet, was the absolute biggest turd I have ever seen in my life - no toilet paper or anything, just this long and coiled specimen, as thick as a burrito. I flushed the toilet, and the big turd trembled. It shifted position, but that was it. This thing wasn't going anywhere. [ . . . ] I was trapped. [ . . . ] I scrambled for a plunger and used the handle to break the turd into manageable pieces, all the while thinking that it wasn't fair, that this was technically not my job. Another flush and it still didn't go down. Come on, pal. Let's move it. [ . . . ] Quick, I thought. Do something. By now the other guests were probably thinking I was the type of person who uses dinner parties as an opportunity to defecate and catch up on my reading.

2.14/2.15 notes: Tone Tone can also be developed in two other ways (all four ways working in concert, though). What are the other two ways, you ask? It’s the name of this unit. Consider again the diction and syntax choices that Sedaris makes.

2.14/2.15 notes: Tone It was Easter Sunday in Chicago, and my sister Amy and I were attending an afternoon dinner at the home of our friend John. The weather was nice, and he'd set up a table in the backyard so that we might sit in the sun. Everyone had taken their places, when I excused myself to visit the bathroom, and there, in the toilet, was the absolute biggest turd I have ever seen in my life - no toilet paper or anything, just this long and coiled specimen, as thick as a burrito. I flushed the toilet, and the big turd trembled. It shifted position, but that was it. This thing wasn't going anywhere. [ . . . ] I was trapped. [ . . . ] I scrambled for a plunger and used the handle to break the turd into manageable pieces, all the while thinking that it wasn't fair, that this was technically not my job. Another flush and it still didn't go down. Come on, pal. Let's move it. [ . . . ] Quick, I thought. Do something. By now the other guests were probably thinking I was the type of person who uses dinner parties as an opportunity to defecate and catch up on my reading. Tone word lists can be helpful. So . . .

Accusatory: charging with wrongdoing Apathetic: indifferent due to lack of energy or concern Awed: in solemn wonder Bitter: exhibiting strong animosity as a result of pain or grief Cynical: questioning the basic sincerity and goodness of humanity Condescending: feeling superior Callous: unfeeling, insensitive to feelings of others Contemplative: thoughtful, reflective Critical: finding fault Choleric: hot tempered, easily angered Contemptuous: showing or feeling that something is worthless or does not deserve respect Caustic: intensely sarcastic; stinging, biting Conventional: lacking spontaneity, originality, and individuality Disdainful: scornful Didactic: educating or instructing the reader Derisive: ridiculing, mocking Earnest: intensely sincere Erudite: learned, polished, scholarly Fanciful: imaginative Forthright: directly frank without hesitation Pessimistic: expecting or seeing the worst; hopeless Gloomy: dark, sad, dejected Haughty: proud, vain to the point of arrogance Quizzical: odd, eccentric, amusing Ribald: offensive in speech or gesture Indignant: angry, especially if aroused by injustice Reverent: treating a subject with honor and respect Intimate: very familiar Ridiculing: slightly contemptuous; making fun of Judgmental: authoritative and often having critical opinions Reflective: illustrating innermost thoughts and emotions Jovial: happy Lyrical: expressing feelings in a beautiful or poetic way; emotional Sarcastic: sneering, caustic Sardonic: scornfully and bitterly sarcastic Matter-of-fact: accepting of conditions; not fanciful or emotional Satiric: ridiculing to show weakness in order to teach or reform Mocking: treating with contempt or ridicule Sincere: without deceit or pretense; genuine Morose: gloomy, sullen, surly, despondent Solemn: deeply earnest, tending toward serious reflection Malicious: purposely hurtful Objective: unbiased; able to leave personal judgments aside Sanguine: optimistic, cheerful Whimsical: odd, strange, fantastic; fun Optimistic: expecting or seeing the best, hopeful, cheerful Obsequious: polite and obedient in order to gain something Patronizing: condescending Pedantic: overly or inappropriately scholarly

2.14/2.15 close: Tone Loc and you Let’s apply some tone word analyses to another text.

2.14/2.15 close: Tone Loc and you Meanwhile, the United States Army, thirsting for revenge, was prowling the country north and west of the Black Hills, killing Indians wherever they could be found. –Dee Brown, Bury my Heart at Wounded Knee What are the connotations of thirsting? What feelings are evoked by this diction? What are the connotations of prowling? What kind of animals prowl? What attitude toward the U.S. army does this diction convey?

CLOSE and HW 2.14/2.15 HW: Read the excerpt from Me Talk Pretty One Day by David Sedaris. Read and annotate Create an abstraction ladder for the essay from top to bottom.  For each step, identify specific techniques Sedaris uses along with quotes to prove your identification.  Each step should be filled in with as much detail as possible.