2. Essential question: How does author’s voice impact a reader?
Cornell Notes
Essential question: How does author’s voice impact a reader?

3. the: soul life personality enthusiasm knowledge base confidence
VOICE is…
the:
soul
life
personality
enthusiasm
knowledge base
confidence
It has the power to hold a reader’s attention.
We purposefully change the voice to fit the audience and purpose.
“This definition of voice is available on the portal and offers one person’s definition. Think about what you mean when you tell students that they will focus on ‘voice’. It might be helpful to have students give examples or descriptions of what ‘voice’ means to them.”
(This is one definition of voice. It is recommended that at this slide, you pause and have people turn to the person sitting next to them and discuss their understanding of voice.)

4. Voice is all around . . . Advertising Lyrics Memos Editorials Letters
Visual Art
Greeting Cards
Cartoons
Fonts
Text Messages s
Writing is not just assignments in school. There are examples of real world writing all around us. Think of the different voice that would be used in a compared to that used in an editorial in the newspaper.”
(This list highlights a variety of writing genres that require a voice appropriate for audience and purpose. This is a great way to illustrate for students how the same message might have a different voice based on the group that is in the audience or the reason for the writing.)

5. Voice Lessons
Listen to two versions of a song. How do they differ? Which do you prefer? Why?
Add some voice to a grocery list or our school lunch menu.
Put the voice in a piece of flat writing--or take them out of robust writing.
If you sent a remind app chat to your teacher about what you did over the summer, what would it look like/sound like? Now think about what a text to your best friend over the same subject would sound like. How would your voice change for the reader of each? Why would it change?
These are just some suggestions of activities that can be used with students. Instruct participants to choose one the suggestions and work through it by writing themselves. This allows them to really reflect on what they want in a proficient paper.

6. IN writing, Voice is exhibited through:

7. Diction
word choice chosen for a specific purpose (Formal vs. informal)
Example: “I’ll do it right away, sir,” vs. “I’ll do it in a minute.”
Example: “I regret to inform you that that is not the case.” vs. “You’re wrong.”
Example: “I endeavored to peruse the volume.” vs. “I tried to read the book.”

8. Using Diction Effectively
Effective writers avoid words like, “good”, “nice,” and “bad.”
Example: A coat is not torn; it is tattered.
Example: The woman does not want revenge; she is thirsting for revenge.
Example: A door does not shut; it slams.
Example: The wind is not blowing; it is whistling through the trees.

9. Syntax The arrangement of words for emphasis or meaning that involves:
Sentence parts
Word order
Sentence lengths
Punctuation
Examples
I rode across the ocean.
Across the ocean rode I.
The ocean I rode across.
Jim said that he drives only a truck.
Jim said that only he drives a truck.
Jim only said that he drives a truck.
Only Jim said that he drives a truck.

10. Syntax and Sentence Variety

11. Simply put, sentence variety is a part of syntax.
Simple sentence + simple sentence + simple sentence + simple sentence = boring and monotonous
See Spot run. Spot is chasing a cat. Spot caught the cat. The cat is in trouble. Vs. I saw Spot run. He chased a cat down the alley, and cornered it. Because the cat had no way out, it didn’t end well.
Simple sentence + compound sentence + complex sentence = variety and interest

12. You try to add some variety to these simple sentences
You try to add some variety to these simple sentences! Be prepared to share!
I wish we had Monday off. Other districts did. We didn’t get to stay home. I wanted to sleep in.

13. Reversing the normal word order of a sentence for emphasis
Examples: “Never was seen so black a day as this.” –Romeo and Juliet
Examples: “Size matters not. Look at me. Judge me by size, do you?” –Yoda Star Wars

14. Authors use syntax to set a deliberate tone or mood.

15. Diction (word choice) and Syntax (arrangement or order):
Diction: Mary walked into the store.
Mary pranced into the boutique. (What does that suggest about Mary?)
Mary barged into the room. (What can you infer?)
You try!
Mary ___________ into the doctor’s office.
You try playing with the syntax (order of the sentence): Mary walked into the store.

16. Imagery
The words or phrases a writer uses to describe people, objects, actions, feelings, and ideas. (Painting a picture with words, using the 5 senses)
Example: “The golden yellow sunlight filtered down through the pale new leaves on the oak trees, coming to rest on Jessica's brown toes that were splayed in the red Georgia mud.”
Example: “I could hear the sizzling and crackling as mom dropped the bacon into the frying pan, and soon the salty, blissful smell crept toward me.”

17. Syntax, diction, and imagery in action!
See Spot run. Spot is chasing a cat. Spot caught the cat. The cat is in trouble. Vs. As I was walking home, I watched the entire scene unfold. The dog frantically chased the scared cat down the alley, and he carefully cornered the pesky feline. Meow…was its last word.

18. Tone the writer or speaker’s attitude toward the subject
Example: “Please come home early.” vs “You better be home by 11.”
Example: “I told you.” vs “I TOLD YOU.”
Example: “Yes ma’am?” vs. “What?”

19. Before we move on...
I will not be in class on Thursday or Friday. As a result, your first assignment on Thursday, is to finish up your Cornell notes.
Questions (read over each section and create a question that is answered in your notes)
Summary (answer the essential question posed in your Cornell Notes and include key information learned)

21. I’ll read the following in a passionate and animated tone
I’ll read the following in a passionate and animated tone. Then, I’ll ask for volunteers. Be ready!
I need a volunteer to read the following paragraph in a childish tone.

22. I need a volunteer to read the following paragraph in a snobbish and annoying tone.
I need a volunteer to read the following paragraph in an teenage tone.

23. Take a look at the reading selection

24. After reading