1. Analyzing the Rhetorical Devices Used in Literature
Style Analysis
Analyzing the Rhetorical Devices Used in Literature

2. STYLE ANALYSIS: LITERARY ANALYSIS
Rhetorical or Stylistic Devices or Techniques
Diction
Imagery
Detail
Language
Syntax
Point of view
Organization
Structure
Irony
Tone/Attitude

3. Always think in terms of CONTRARY IDEAS
Good writing almost always embraces a CONTRARY
Good fiction presents the reader with a DILEMMA
Two ideas that create friction

4. TONE & ATTITUDE 1. What does the word “tone” mean?
1. What does the word “tone” mean?
2. What does the phrase “tone of voice” mean?
3. List 5 words that could describe a
person’s tone of voice.
An example: ANGRY.

5. Authors convey feelings through the pieces they write in the same way that people convey feelings through tone of voice. Authors, though, must rely only on the printed word and cannot use inflection, volume, or gestures to make their point!!
John surveyed his classmates, congratulating himself for snatching the highest grade without studying at all, unlike all the other dolts in the class.
Without specifically saying John was __________, the writer has conveyed this idea.

6. John surveyed his classmates, congratulating himself for snatching the highest grade without studying at all, unlike all the other dolts in the class.

7. John surveyed his classmates, congratulating himself for snatching the highest grade without studying at all, unlike all the other dolts in the class.

8. John surveyed his classmates, congratulating himself for snatching the highest grade without studying at all, unlike all the other dolts in the class.

9. John surveyed his classmates, congratulating himself for snatching the highest grade without studying at all, unlike all the other dolts in the class.

10. 1. Choose one word from the tone/attitude list we created
1. Choose one word from the tone/attitude list we created. Write one sentence on any topic that by itself (without using your word) gives the feeling of the tone you chose.
Write the word here: ________________________
Write the sentence:
_________________________________________________________________________________________________________________________________________________________
2. Now write commentary for the sentence. What words were included that conveyed the tone desired? How did the words do this?

11. DISCOVERING THEME
Fill in the blanks as many times as you have thoughts:
___________________________ ___________________________
___________________________ ___________________________ ___________________________ ___________________________ ___________________________
______________is a story about: ___________________________
___________________________

12. Reflecting upon the words or phrases written, write a statement that you believe best conveys the one central message or theme that the author wants you to understand.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

13. WRITING A THESIS STATEMENT
ANSWER THIS QUESTION:
What is the one central message or lesson expressed in the work or works studied by this author, and what element or elements of fiction does the author use to convey this message or lesson?
Your answer to this question can be your…..
THESIS STATEMENT!!!!!

14. INTRODUCTORY PARAGRAPHS
SENTENCE #
AND WHAT IT DOES
SENTENCE 1
-- a theme sentence that introduces one or more themes from the story
-- all commentary
-- no CD from the story 2
-- says more stuff about 1st sentence 3
-- thesis
-- names the book or title of story or poem
-- shows what the essay will talk
about
In Kate Chopin’s “The Story of an Hour,” she uses various literary devices to convey the conflicting attitudes of freedom and imprisonment.

15. Diction DICTION: The most powerful element of Style Analysis
This rhetorical device examines the author’s
WORD CHOICE
REASONS FOR CHOICE
WORD CHOICE
Diction
Connotation
Denotation

16. plump = obese denotation is the same—FAT
Denotation: dictionary meaning of a word
Connotation: implied meaning of a word
plump = obese denotation is the same—FAT
plump pleasantly fat is the connotation
obese medically fat is the connotation

17. IMAGERY
Describes concrete words or phrases that include information perceived through the five senses.
SIGHT: description of something that can be visualized in the mind’s eye
Sparrows twittering in the eaves
Clouds piled one above the other
HEARING: description of the way something sounds or something that can be heard
Josephine’s piercing cry
Notes of a distant song

18. IMAGERY
TASTE: description of the way something tastes or something that can be tasted
the delicious breath of rain
she saw beyond that bitter moment
SMELL: description of the way something smells or something that can be smelled
the dry, savory odors were sweet
TOUCH: description of the way something feels, its texture, or something that can be touched
Pulses beat fast and the coursing blood warmed and relaxed

19. SAMPLE PARAGRAPH: LEVEL III 9-12 BASIC 5 SENTENCE PARAGRAPH
1) (TS) In Harry Potter and the Sorcerer’s Stone, Harry is champion and a savior to many of the more insecure students at Hogwarts.
2) (CD) For example, when Malfoy takes Neville’s Rememberall, Harry takes a broom and gets it back.
3) (CM) Because of his miserable life at the Dursleys, he cannot stand someone who picks on others.
4) (CM) Harry has been mistreated and is now a hero to those less fortunate.
5) (CS) He has found a place where he belongs and feels great compassion for those who are not as lucky.

20. EMBEDDED QUOTATIONS IN CD’S Embedded Quotations: 3-part formula
T + LI + Q = CD
T = Transition word(s)
For example,
For instance,
In addition,
Furthermore,
Moreover,
Therefore,
However, (used in place of “but”)

21. LI = Lead-in Q = Quotation Commentary—your words
Sets up circumstances surrounding the quotation being used
Q = Quotation
Sentence, phrase, or words copied from the text & placed in quotation marks

22. T LI
CD = For example, as Louise looks out the window, she sees “the tops of trees that were all aquiver with new spring life” (474).

23. 1ST BODY PARAGRAPH—DICTION
1) (TS) Chopin’s use of diction heightens the senses of opportunity and restriction for Louise Mallard.
2) (CD1) For example, Louise notices in the “open square” all of the “new spring life” as well as “patches of blue sky” in between the clouds (474).
3) (CM1) These words suggest opportunity because . . .
4) (CM2) This implication is important because. . .

24. Diction Paragraph con’t.
5) (CD2) However,
6) (CM1) These words suggest restriction because. . .
7) (CM2) This implication is important because. . .
8) (CS) As a result,

25. 2ND BODY PARAGRAPH—IMAGERY
1) (TS) Chopin’s imagery supplies the reader with a well-defined picture of the opposing concepts of independence and oppression.
2) (CD1) For instance, as Louise sits in her room alone, she feels something “reaching toward her through the sounds, the scents, [and] the color” which causes “her pulses [to] beat fast, and the coursing blood [to warm] and [relax] every inch of her body” (474-76).
3) (CM1) These images exemplify independence because. . .
4) (CM2) This exemplification is important because. . .

26. Imagery Paragraph con’t.
5) (CD2) Moreover, . . .
6) (CM1) These images exemplify oppression because. . .
7) (CM2) This exemplification is important because. . .
8) (CS) As a result. . .

27. LANGUAGE
METAPHOR: Comparison between two objects usually unlike without the use of special words to show comparison.
And if I should live to be / The last leaf upon the tree / In the spring.
SIMILE: The most common--an expressed similarity between two objects essentially unlike. The comparison is usually made by using like or as.
Their lives glide on like waters that water the woodland.
PERSONIFICATION: The attribution of human life or characteristics to inanimate objects.
The sea waves sobbed with sorrow.
OXYMORON: An especially compact paradox in which two successive words seemingly contradict each other, yet convey a truth.
The pleasing plague stole on me.

28. LANGUAGE
ONOMATOPOEIA: The adaptation of the sounds of words to the meaning conveyed by them.
Buzz, roar, hiss, splash, murmur, cackle
The sails did sigh like a sedge.
ALLITERATION: A repetition of letters or sounds in a series of words. More often the alliteration occurs in the initial letters.
The horn of the hunter was heard on the hillside.
ASSONANCE: the repetition of vowel sounds often in the middle of words, though sometimes at the beginning or end.
The mystery of history is crystal clear.
CONSONANCE: the repetition of consonant sounds at the end of words, though sometimes in the middle.
The band sends musical strains around the land.

29. Universal symbols: Personal symbols: SYMBOLISM
A person, place, thing, or event that has meaning in itself and that also stands for something more than itself.
Universal symbols:
dove—peace
skull/crossbones—death
red—anger, passion 
Personal symbols:
white whale—obsession
raven—mental collapse
journey—search for truth

30. 3rd BODY PARAGRAPH—LANGUAGE
1) (TS) The language Chopin incorporates into her story creates connections that highlight the dilemma between the ideas of autonomy and subjugation.
2) (CD1) For example, Louise exits her room after her sister’s persistence with “a feverish triumph….like a goddess of Victory” (474).
3) (CM1) These words suggest autonomy because . . .
4) (CM2) This implication is important because. . .

31. Language Paragraph con’t.
5) (CD2) However,
6) (CM1) These words suggest subjugation because. . .
7) (CM2) This implication is important because. . .
8) (CS) As a result,

32. 3RD BODY PARAGRAPH—SYMBOLISM
1) (TS) The contrary ideas of free will and confinement are evident through the juxtaposition of Chopin’s symbols.
2) (CD1) For instance, Louise sits in her room for a time “facing the open window” looking out into “the open square” and drinking in life “through that open window” (474-76).
3) (CM1) This symbol of the open window represents free will because. . .
4) (CM2) This representation is important because. . .

33. Symbolism Paragraph con’t.
5) (CD2) In contrast,
6) (CM1) This symbol of the closed door represents confinement because. . .
7) (CM2) This representation is important because. . .
(CS) As a result,

34. CONCLUDING PARAGRAPHS
SENTENCE #
AND WHAT IT DOES
SENTENCE 1
In this story, the author wants the reader to realize
that. . . 2
She wants the reader to understand this because. . . 3
In the final analysis. . .