Tone and Purpose Think of TONE as Attitude

“ Think of TONE as Attitude Tone is the attitude of the speaker/author toward

DIDLS Tone can be conveyed through • Diction -Important words used by the author

Spoken tone is usually easy to recognize. Consider this response…. “I’ll be there as

Identifying tone in literature • Identifying tone is important to understanding literature. • It

TONE WORDS • ANGRY • TERRIFIED • MISTRUSTFUL • CAUTIOUS • ANXIOUS • UNHAPPY

Say the following sentences aloud in your group. Each student should choose a different

Recognizing Purpose • Tone and purpose go hand in hand; one helps you identify

INFERRED: You are in the middle of a computer game when your brother asks

In your group think of a scenario similar to the previous two you have

Recognizing tone and purpose in writing • As you read a passage, highlight or

As they entered the doctor’s office, the little girl took her mother’s hand held

Now look at the passage with a few of the words changed – As

With your group, try to determine the tone and purpose of the following passage:

Determine the tone of the following poem. It is written by playwright J. M.

Slides: 15

Download presentation

Tone and Purpose

“ Think of TONE as Attitude Tone is the attitude of the speaker/author toward the subject matter, the situation, the audience, or another person. ” “Don’t give me that attitude, young man (or young lady)! Use a respectful tone when you speak to me!!”

DIDLS Tone can be conveyed through • Diction -Important words used by the author • Images - Word pictures • Details - Facts that are included and facts that are left out • Language - The characteristics of words used such as slang or scholarly language • Sentence Structure - Short sentences are often emotional or assertive while longer sentences often show reasonableness or scholarly intent

Spoken tone is usually easy to recognize. Consider this response…. “I’ll be there as soon as I finish my essay. ” How might these words sound under the following circumstances? • You have been asked twice to clean up your mess in the kitchen. You are irritated. • Your little brother has asked you for the sixth time to help him with the computer. Now you are exasperated. • Your best friend texts and wants to go the mall. You are enthusiastic.

Identifying tone in literature • Identifying tone is important to understanding literature. • It is necessary to know whether the author’s writing is serious, humorous, sarcastic, or something else. • If you misinterpret or don’t understand the author’s tone, you might miss the entire point of the writing.

TONE WORDS • ANGRY • TERRIFIED • MISTRUSTFUL • CAUTIOUS • ANXIOUS • UNHAPPY • HOPEFUL • DISAPPOINTED • ASTONISHED • SMUG • JOYFUL • FEARFUL • ANNOYED • TIRED • SARCASTIC • CURIOUS • APPROVING • WORRIED • INDIFFERENT • EXCITED

Say the following sentences aloud in your group. Each student should choose a different tone to project the same sentence. #1 “Why are you doing #3 “So what do you think #2 “I don’t think that is the best that? ” we need to do next? ” way to do this. ” ASTONISHED FEARFUL ANXIOUS INDIFFERENT TIRED WORRIED TERRIFIED SMUG UNHAPPY #4 “How do you know that? ” CAUTIOUS JOYFUL HOPEFUL APPROVING #6 “I hope this works. ” TERRIFIED UNHAPPY ASTONISHED HOPEFUL EXCITED ANGRY CURIOUS #5 “I’m nervous about tomorrow. ” MISTRUSTFUL ANNOYED DISAPPOINTED SARCASTIC ANNOYED ANXIOUS WORRIED ANGRY MISTRUSTFUL

Recognizing Purpose • Tone and purpose go hand in hand; one helps you identify the other. • Purpose is the reason you say something, the message you want others to understand. • Purpose can be stated directly, or it can be inferred. Ø DIRECT: “I can’t come over now because I am about to go take care of the neighbor’s cat while they are out of town. I’ll come by when I’m done. Ø INFERRED: You are in the middle of a computer game when your brother asks you to help him. “Look, little brother. I can’t show you how to ride your bicycle right now. I’m kind of busy. I have things to do, and I don’t have time to waste. I’ll help you later. ”

INFERRED: You are in the middle of a computer game when your brother asks you to help him. “Look, little brother. I can’t show you how to ride your bicycle right now. I’m kind of busy. I have things to do, and I don’t have time to waste. I’ll help you later. ” What words above indicate that you don’t want to take time to help your busy, things to do, don’t have time to waste, later brother? You haven’t directly said you don’t want to help him, but you have hinted at it. Your brother will get the message.

In your group think of a scenario similar to the previous two you have seen. 1. Write a sentence that hints at - rather than states – your purpose or meaning. 2. Use words in your sentence that hint or suggest. • You will share these with the class and see how well your clues reveal your true purpose.

Recognizing tone and purpose in writing • As you read a passage, highlight or note each word that seems important or appears to stand out. • Then try to determine what the author seems to want you to understand or feel. EXAMPLE: • As they entered the doctor’s office, the little girl took her mother’s hand held her doll against her chest. Sitting down, the child peered curiously at the other children in the room.

As they entered the doctor’s office, the little girl took her mother’s hand held her doll against her chest. Sitting down, the child peered curiously at the other children in the room. What do the underlined words tell you about the situation? Doctor’s office – an experience that can affect almost anyone Little girl – the experience should be seen through a child’s eyes Took her mother’s hand - uncertainty, maybe Held her doll – maybe a comfort to her Peered curiously - interested Other children – others are in the same situation What possible conclusion can you reach from reviewing the underlined words? The little girl may be apprehensive or uncertain about being there, but she has probably been there enough to know that she shouldn’t be too anxious. Inquisitive, Attentive, a bit hesitant Suggested Tones:

Now look at the passage with a few of the words changed – As they entered the doctor’s office, the little girl grasped her mother’s hand clutched her doll against her chest. Sitting down, the child glanced uncertainly at the other children in the room. Now what do the underlined words tell you about the situation? Doctor’s office – an experience that can affect almost anyone Little girl – the experience should be seen through a child’s eyes Grasped her mother’s hand - probably fearful Clutched her doll – holding it tightly for comfort Glanced uncertainly at the other children - taking quick looks to see if the other children are afraid What conclusion can you reach now from reviewing the underlined words? The little girl is frightened. She might have had an unpleasant experience there before, or perhaps she is afraid of the unknown. frightened, troubled, insecure Suggested Tones:

With your group, try to determine the tone and purpose of the following passage: Mark violently shook his head while intently reading the posted sign, raised his fist and shook it. He looked down for a moment, then squared his shoulders, raised his eyes, turned, and stomped off purposefully, muttering under his breath as he left. What words best express the tone(s), the feelings, or the attitude that the author seems to have about this man? What possible purpose could the author have in this passage?

Determine the tone of the following poem. It is written by playwright J. M. Synge about a woman, the sister of a man he considered to be his enemy, who criticized one of his plays. The Curse (1907) By J. M. Synge Lord, confound this surly sister Blight her brow with blotch and blister, Cramp her larynx, lung, and liver, In her guts a galling give her. Let her live to earn her dinners In Mountjoy* with seedy sinners: Lord, this judgment quickly bring, And I’m your servant, J. M. Synge. * a prison in Dublin