DIDLS: The Key to TONE
Diction - the connotation of the word choice
What words does the author choose? Consider his/her word choice compared to another. Why did the author choose that particular word? What are the connotations of that word choice?
Laugh: guffaw, chuckle, titter, giggle, cackle, snicker, roar
Self-confident: proud, conceited, egotistical, stuck-up, haughty, smug, condescending
House: home, hut, shack, mansion, cabin, home, residence
Old: mature, experienced, antique, relic, senior, ancient
Fat: obese, plump, corpulent, portly, porky, burly, husky, full-figured
Images - vivid appeals to understanding through the senses - concrete language
What images does the author use? What does he/she focus on in a sensory (sight, touch, taste, smell, etc.) way? The kinds of images the author puts in or leaves out reflect his/her style? Are they vibrant? Prominent? Plain? NOTE: Images differ from detail in the degree to which they appeal to the senses.
The use of vivid descriptions or figures of speech that appeal to sensory experiences helps to create the author's tone.
My mistress' eyes are nothing like the sun. (restrained)
An old, mad, blind, despised, and dying king. (somber, candid)
He clasps the crag with crooked hands. (dramatic)
Love sets you going like a fat gold watch. (fanciful)
Smiling, the boy fell dead. (shocking)
Details - facts that are included or those that are omitted. The speaker's perspective or the stories point of view shapes what details are given and which are not.
What details are does the author choose to include? What do they imply? What does the author choose to exclude? What are the connotations of their choice of details? PLEASE NOTE: Details are facts or fact-lets. They differ from images in that they don't have a strong sensory appeal. Details are most commonly the facts given by the author or speaker as support for the attitude or tone.
Language - the overall use of language, such as formal, clinical, jargon
What is the overall impression of the language the author uses? Does it reflect education? A particular profession? Intelligence? Is it plain? Ornate? Simple? Clear? Figurative? Poetic? Make sure you don't skip this step.
When I told Dad that I had goofed the exam, he blew his top. (slang)
I had him on the ropes in the fourth and if one of my short rights had connected, he'd
have gone down for the count. (jargon)
A close examination and correlation of the most reliable current economic indexes
justifies the conclusion that the next year will witness a continuation of the present, upward
market trend. (turgid, pedantic)
Consider language to be the entire body of words used in a text, not simply isolated bits of diction. For example, an invitation to a wedding might use formal language, while a biology text would use scientific and clinical language.
Sentence Structure - how structure affects the reader's attitude. How a sentence is constructed affects what the audience understands.
What are the sentences like? Are they simple with one or two clauses? Do they have multiple phrases? Are they choppy? Flowing? Sinuous like a snake? Is there antithesis, chiasmus, parallel construction? What emotional impression do they leave? If we are talking about poetry, what is the meter? Is there a rhyme scheme?
Parallel syntax (similarly styled phrases and sentences) creates interconnected emotions, feelings and ideas.
Short sentences are punchy and intense. Long sentences are distancing, reflective and more abstract.
Loose sentences point at the end. Periodic sentences point at the beginning, followed by modifiers and phrases.
The inverted order of an interrogative sentence cues the reader to a question and creates tension between speaker and listener.
Short sentences are often emphatic, passionate or flippant, whereas longer sentences suggest greater thought.
SHIFT IN TONE:
Good authors are rarely monotone. A speaker's attitude can shift on a topic, or an author might have one attitude toward the audience and another toward the subject. The following are some clues to watch for shifts in tone:
• key words (but, yet, nevertheless, however, although)
• punctuation (dashes, periods, colons)
• paragraph divisions
• changes in sentence length
• sharp contrasts in diction
This information has been taken from the following website. Please refer to it for more excellent resources.
http://www.mhil-ehs.eu.dodea.edu/didls.htm
Thursday, June 24, 2010
Welcome to AP Language and Literature
August, 2010
Dear AP English Literature and Composition students and parents:
Welcome back to school and welcome to AP Literature and Composition. This class is taught on a college level by two teachers who will work together to ensure that all our students will receive the same curriculum. Although we have a basic outline for the year ahead, we often change our minds about content. Therefore, rather than providing you with a specific syllabus, we want you to know that we strictly adhere to the AP College Board approved standards that prepare students to excel on the AP test and in college level course. AP English Literature and Composition is not a survey class; rather, it is a skills class in which students learn to write essays based on literature. All year long we will write essays while reading poetry, prose and major works. We are always reading and writing
The grading system for AP students takes the rigor of the course into consideration. Students will receive an extra point on their GPA for an AP class, i.e. an A=5 points, B=4 points, etc. The grading scale is based on 100 points—45% essay; 20% poetry homework (SPOTTTS), 20% prose homework (dialectical journals) and 15% P&P (preparation and participation). Parents can always access their child’s grade via the internet. However, it sometimes takes a while for the system to catch up. This class is geared to students who want a challenge and are prepared to work.
Most AP students purchase the novels we read for class because we encourage our students to practice their annotation skills when reading their books. However, students can always check out copies from the library. First quarter students will discuss their summer reading, Ethan Frome. Then we will read the following books in the order listed throughout the year:
October: The Scarlet Letter
November: The Merchant of Venice and a book of their choice from the AP list
December: The Adventures of Huckleberry Finn, The Namesake, Kite Runner, The Things They Carried, or the Great Gatsby (chose one)
January: Othello and a book of their choice from the AP list
February: Jane Eyre
March: The Heart of Darkness
April: Brave New World
May: The Crucible (in class no outside text required)
Finally, AP students have an opportunity to earn college credit if they qualify on the national exam which is given in May. The cost is around $86. We expect our students to take this exam. There is some financial aid available which will be explained later in the year. We look forward to a busy and productive year.
Sincerely,
Anna Taylor
Dear AP English Literature and Composition students and parents:
Welcome back to school and welcome to AP Literature and Composition. This class is taught on a college level by two teachers who will work together to ensure that all our students will receive the same curriculum. Although we have a basic outline for the year ahead, we often change our minds about content. Therefore, rather than providing you with a specific syllabus, we want you to know that we strictly adhere to the AP College Board approved standards that prepare students to excel on the AP test and in college level course. AP English Literature and Composition is not a survey class; rather, it is a skills class in which students learn to write essays based on literature. All year long we will write essays while reading poetry, prose and major works. We are always reading and writing
The grading system for AP students takes the rigor of the course into consideration. Students will receive an extra point on their GPA for an AP class, i.e. an A=5 points, B=4 points, etc. The grading scale is based on 100 points—45% essay; 20% poetry homework (SPOTTTS), 20% prose homework (dialectical journals) and 15% P&P (preparation and participation). Parents can always access their child’s grade via the internet. However, it sometimes takes a while for the system to catch up. This class is geared to students who want a challenge and are prepared to work.
Most AP students purchase the novels we read for class because we encourage our students to practice their annotation skills when reading their books. However, students can always check out copies from the library. First quarter students will discuss their summer reading, Ethan Frome. Then we will read the following books in the order listed throughout the year:
October: The Scarlet Letter
November: The Merchant of Venice and a book of their choice from the AP list
December: The Adventures of Huckleberry Finn, The Namesake, Kite Runner, The Things They Carried, or the Great Gatsby (chose one)
January: Othello and a book of their choice from the AP list
February: Jane Eyre
March: The Heart of Darkness
April: Brave New World
May: The Crucible (in class no outside text required)
Finally, AP students have an opportunity to earn college credit if they qualify on the national exam which is given in May. The cost is around $86. We expect our students to take this exam. There is some financial aid available which will be explained later in the year. We look forward to a busy and productive year.
Sincerely,
Anna Taylor
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