1. DIDLS: The Tone Acronym
Tucker: 2016

2. What is DIDLS?
DIDLS is a method of analyzing author’s style and tone through the following elements:
Diction
Imagery
Details
Language
Syntax

3. Diction Diction - the connotation of the word choice
The meaning suggested by a word; or a word’s power to produce a strong reaction in the reader.
What words does the author choose? Why did the author choose those particular word(s)?
Ex. thin vs. gaunt; muscular vs. husky
Ex. happy vs. ecstatic
Ex. Joel was dumb vs. Joe was a primate with a brain the size of a pea.

4. Imagery Imagery - vivid appeals to understanding through the senses
Imagery may be defined as an author’s use of words and phrases that appeal to the five senses.
The use of vivid descriptions or figures of speech helps to create the author’s tone.
What images does the author use and why does he/she focus on in a sensory way?
Ex. Laughing, the boy fell dead. (shocking)
Ex. The clouds hung oppressively low in the heavens. (darkness and loneliness)

5. Details Details - facts that are included or those that are omitted
Details are most commonly the facts given by the author or speaker as support for the attitude or tone. Look closely at what an author may include or leave out. Consider what the author’s details reveal about the overall tone of the piece.
What details does the author choose to include or exclude, and what do they imply?
Ex. An author may describe a bloody crime scene with details about the “stench of rotting bodies,” but another might say that the victims were murdered.

6. Language
Language - the overall use of language, such as formal, clinical, or jargon
The language of a passage has control over tone.
What the language the author uses convey?
What is the overall impression of the language?
Ex. An invitation to a wedding might use formal language, while a biology textbook would use scientific language.

7. Sentence Structure
Sentence Structure - how structure affects the reader’s attitude
Sentence structure affects tone and what the reader understands.
What are the sentences like? Are they simple, complex, choppy, flowing etc.?
Ex. Long, flowing sentences provide a different feeling than short, choppy ones.

8. “My Papa’s Waltz”
Read and annotate the poem. Make connections, ask questions, note the following:
Diction
Imagery
Language
Poetic devices
Format/Structure
Establish the tone of the poem based on the diction.
Circle words/phrases that help establish the tone.

9. Paragraph
Write a paragraph analyzing how the diction in the poem provides 2 different interpretations of the poem.
Topic sentence: author and “title” and topic
Discuss 2 possible interpretations of the poem
Textual evidence for each interpretation
Lead in to quotes properly:
Says
Sentence
blended
Explain evidence and connect to topic.
An example of how the diction conveys the first interpretation is…
Conclude paragraph properly

10. “Mutability” Wordsworth vs. Shelley
Diction: Highlight interesting word choices that help to establish tone/meaning (annotate)
Imagery: Highlight examples of imagery that support the tone/meaning (annotate); label what they are (i.e. simile, metaphor, etc.)
Details: Underline specific details in each that make each poem unique (especially since they both share the same theme)
Structure: Look at the poetic structure of each poem and annotate their differences (rhyme scheme, stanzas, type of poem, syntax, parallel structure).

11. After reading and annotating:
Complete the following:
Write an introductory paragraph as if you were going to compare and contrast the 2 versions of “Mutability”. Your thesis needs to include 2 of the DIDS elements you annotated as well as their purpose (what those elements help to create/establish in the poem).
Remember:
Titles and authors of both poems
Present tense
Description of each poem and the common theme
Elevate your own syntax and diction
Thesis is the LAST sentence in your paragraph.