1. Session 4: Using Connotative Language to Paint a Tone
Yesterday, I had a student ask me what the word prodigious meant in the article “High Jinks: Shoot Out.” Why did the author say prodigious and not just say smart- and why did he make these kids out to be prodigious when what they are doing is hacking, and that could also be called illegal?
Today we will look and see if this was a one-time choice or if the author does this a lot. Does he often choose overblown words that really play up the kids’ intelligence?
With your partner, reread paragraphs three through six. See if the author did this in other places.

3. Today’s Teaching Point
Today I want to remind you that writers do things on purpose. You know that fiction writers choose their words on purpose to create a specific tone- but today we’re reminded that nonfiction writers do as well. Nonfiction writers make their case, advance their ideas, not just with evidence but with specific language and comparisons they use.

4. Changing the Tone of an Argument
Let’s take a look at an argument. I’m going to try to paint some words across it, particularly adjectives and verbs, to try to make it so you condemn these kids-you think of them as irresponsible, naïve, insensitive.
While I do that, you might imagine the words you would add to do the opposite-to make it seem like these are the most brilliant, innovative, persevering kids.

5. Our Argument
The kids from St. Ann’s move across the five boroughs and beyond as they play this game. Some kids travel as far as Connecticut, other kids to New Jersey. They gather information from other kids, they get parents to help, they involve cab drivers; these kids take this game seriously.

6. Changing the Tone of an Argument
The subversive kids from St. Ann’s move range across the five boroughs and beyond like wolves as they play this pack game. Some privileged kids travel as far as Connecticut, other well-heeled kids to New Jersey. They gather information from gossip with other kids, they coerce get parents to help, they bribe involve cab drivers; these kids take this ferocious game seriously.

7. Changing the Tone of an Argument
I realize that I went a little overboard with my descriptions, but you get the point. I wanted to use language to make the reader judge the kids, not admire them.
By carefully selecting adjectives and verbs, you can stir your reader up to condemn these kids and this game.

8. Your Turn!
Now it is your chance to try this. Using the same paragraph, work with your partner to create an admiring tone. Make your reader think these are the most creative, brilliant kids and this game is fabulous.
Take the time to jot it down in your writers notebook! We will look over some examples together!
SHARE IN A GOOGLE DOCUMENT THAT ALL CAN SEE!

9. Changing the Tone of an Argument
Let’s look at a few changes made in our shared Google Doc!

10. Argument Writers Help Readers See Things in a Certain Way
Look at the following picture. Do you see an old woman or a young woman? Tell your partner what you see.

11. Argument Writers Help Readers See Things in a Certain Way
The same image can be viewed as two very different women, depending on one’s perspective. Good argument writing is like that as well. The same evidence can be viewed in very different ways depending on the perspective of the person who is explaining it.
Today you experimented with tone and word choice to present a certain point of view to convince others of your argument.

12. Analyzing & Commenting on a Source’s Bias or Tone
You can also consider ways that the author of a published source has made choices that further a particular idea or convey a tone. Commenting on an author’s tone is another way to make your case even if the author’s claim is different from your own. Listen to this excerpt from ‘Shooting in the Dark’ by Benedict Carey, from the New York Times.

13. An Excerpt from ‘Shooting in the Dark’ by Benedict Carey
“The young men who opened fire at Columbine High School, at the movie theater in Aurora, Colorado, and in other massacres had this in common: they were video gamers who seemed to be acting out some dark digital fantasy. It was as if all that exposure to computerized violence gave them the idea to go on a rampage-or at least it fueled their urges.”

14. Commenting on Tone
Could you hear how this author painted a tone with this systemic violent language-words like massacres, rampage, and dark digital fantasy?
Now let’s suppose I am writing an argument in favor of violent role-playing games. I can comment on this author’s tone in such a way that I am using his language as evidence to support my claim, even though his claim is the opposite.

15. Commenting on Tone
I could write, “Opponents of violent games often try to demonize the games themselves, making the case that it’s the games, not the players, that cause the trouble. These opponents often pepper their arguments with strong language to evoke certain emotions in their audience. For example, Benedict Carey of The New York Times, in his article “Shooting in the Dark,’ chooses words such as massacres, dark digital fantasy, and rampage to describe the video games played by the Columbine shooters. His word choices connote a world of evil and violence to sway his audience against video games. It’s as if Carey is trying to imply that the games themselves are responsible for real world violence. However, what Carey fails to recognize is that it is the players, not the games, that cause violence in the real world.”

16. Today’s Handouts:

17. Homework
As you become more skilled at composing arguments, you also become more skilled at studying and unpacking the arguments of others. Tonight, study TV commercials, blogs, or arguments between family members. Take note of how the author is making their case.
Continue to write, revise, and hone your draft so that you will be ready to make your case in a couple of days.
Be aware of the words you’ve used. Go back and change them to give a more connotative tone.
Use the handouts today to also strengthen your writing.