An overview of the literary element Tone with examples from the prose of James Baldwin and the poetry of Martin Espada. With questions to help start a Response essay.
This document discusses tone in writing and how it is conveyed. It provides examples from short passages of literature to illustrate how tone is created through various techniques. These include figurative language, word choice, sentence structure, repetition, irony, and dramatic or situational irony. Specific excerpts are analyzed from works like "Sonny's Blues" and "Of the Threads that Connect the Stars" to show how metaphors, syntax, and other stylistic devices infuse the writing with an intended tone. The document also defines different types of irony like understatement, sarcasm, hyperbole, and dramatic irony, giving examples of each from literature and film. Overall, the document aims to educate the reader on how to identify
This document provides an overview and examples of tone for an English composition course. It discusses how writers establish tone through word choice, style, attitude conveyed by narrators, descriptions of settings and characters, and use of figurative language like similes and irony. Students are instructed that their first essay should analyze tone in one work from weeks 1-4 and relate it to a literary element. Their second essay will contrast the use of tone or another element in two different works. The document provides potential works and elements to focus on for the essays.
This document defines and provides examples of various literary devices used in poetry:
- Word stress refers to prominent syllables in words like "PHOTOgraph".
- Rhyme is the repetition of similar sounding words at the end of lines, like "wool" and "full".
- Alliteration is the repetition of beginning consonant sounds, like "Sally sells seashells".
- Onomatopoeia uses words that imitate sounds, such as "buzz" for bees.
- Assonance repeats vowel sounds within words, while consonance repeats consonant sounds.
- Imagery appeals to the senses through descriptive language.
This document contains a summary of a telephonic conversation poem by Wole Soyinka. It discusses how the speaker, a dark-skinned West African man, has a phone call with a landlady about renting an apartment. The landlady, trying to be polite, repeatedly asks about the color of the speaker's skin in indirect ways. The speaker uses irony and humor to point out the landlady's thinly veiled racism. The document provides context about the author, poem, and topic being discussed in a literature class.
This document contains a student's poetry anthology and analysis of several poems. It includes the student's analysis of a poem by Katherine Mansfield, with commentary on literary devices like euphony, cacophony, rhyme scheme, and use of punctuation. The student provides a positive personal response, noting they enjoyed the mysterious ending and similarities to Disney's "Frozen."
This document provides information about alliteration, including:
1. Alliteration is the repetition of initial consonant sounds in words close together, such as "fluttering flowers". It can occur at the start of words or on stressed syllables.
2. Examples of alliteration are used in poetry, prose, sayings, and advertising to emphasize words and add rhythm. Famous poets like Tennyson and Kipling made use of alliteration in their works.
3. There are rules for what constitutes proper alliteration and exceptions involving certain consonant sounds. Alliteration twisters and examples in different genres are provided to illustrate its use.
This document provides a summary of William Shakespeare's play "The Tragedy of Hamlet, Prince of Denmark" in 17 categories. It summarizes the author and his times, noting Shakespeare's unknown background and rise to fame as a playwright. It describes the plot, which involves Hamlet avenging his father's murder by his uncle. It also summarizes the characters, setting, language, themes, and significance of the title. Key quotes and Hamlet's psychological state are also mentioned.
This document discusses tone in writing and how it is conveyed. It provides examples from short passages of literature to illustrate how tone is created through various techniques. These include figurative language, word choice, sentence structure, repetition, irony, and dramatic or situational irony. Specific excerpts are analyzed from works like "Sonny's Blues" and "Of the Threads that Connect the Stars" to show how metaphors, syntax, and other stylistic devices infuse the writing with an intended tone. The document also defines different types of irony like understatement, sarcasm, hyperbole, and dramatic irony, giving examples of each from literature and film. Overall, the document aims to educate the reader on how to identify
This document provides an overview and examples of tone for an English composition course. It discusses how writers establish tone through word choice, style, attitude conveyed by narrators, descriptions of settings and characters, and use of figurative language like similes and irony. Students are instructed that their first essay should analyze tone in one work from weeks 1-4 and relate it to a literary element. Their second essay will contrast the use of tone or another element in two different works. The document provides potential works and elements to focus on for the essays.
This document defines and provides examples of various literary devices used in poetry:
- Word stress refers to prominent syllables in words like "PHOTOgraph".
- Rhyme is the repetition of similar sounding words at the end of lines, like "wool" and "full".
- Alliteration is the repetition of beginning consonant sounds, like "Sally sells seashells".
- Onomatopoeia uses words that imitate sounds, such as "buzz" for bees.
- Assonance repeats vowel sounds within words, while consonance repeats consonant sounds.
- Imagery appeals to the senses through descriptive language.
This document contains a summary of a telephonic conversation poem by Wole Soyinka. It discusses how the speaker, a dark-skinned West African man, has a phone call with a landlady about renting an apartment. The landlady, trying to be polite, repeatedly asks about the color of the speaker's skin in indirect ways. The speaker uses irony and humor to point out the landlady's thinly veiled racism. The document provides context about the author, poem, and topic being discussed in a literature class.
This document contains a student's poetry anthology and analysis of several poems. It includes the student's analysis of a poem by Katherine Mansfield, with commentary on literary devices like euphony, cacophony, rhyme scheme, and use of punctuation. The student provides a positive personal response, noting they enjoyed the mysterious ending and similarities to Disney's "Frozen."
This document provides information about alliteration, including:
1. Alliteration is the repetition of initial consonant sounds in words close together, such as "fluttering flowers". It can occur at the start of words or on stressed syllables.
2. Examples of alliteration are used in poetry, prose, sayings, and advertising to emphasize words and add rhythm. Famous poets like Tennyson and Kipling made use of alliteration in their works.
3. There are rules for what constitutes proper alliteration and exceptions involving certain consonant sounds. Alliteration twisters and examples in different genres are provided to illustrate its use.
This document provides a summary of William Shakespeare's play "The Tragedy of Hamlet, Prince of Denmark" in 17 categories. It summarizes the author and his times, noting Shakespeare's unknown background and rise to fame as a playwright. It describes the plot, which involves Hamlet avenging his father's murder by his uncle. It also summarizes the characters, setting, language, themes, and significance of the title. Key quotes and Hamlet's psychological state are also mentioned.
Alliteration is a literary device where words are used in close proximity to each other that start with the same consonant sound, usually at the beginning of words or stressed syllables. It was commonly used in Old English poetry as a metrical device where the initial consonant sounds were repeated throughout lines. While alliteration is still used today for musicality in poems, songs, nursery rhymes and advertisements, it served as an essential part of the structure of Old English poetry where it helped carry the rhythm.
This document defines and provides examples of four literary devices: onomatopoeia uses words that imitate sounds, alliteration repeats initial consonant sounds, consonance repeats consonant sounds, and assonance repeats vowel sounds without repeating consonants. Examples include words like buzz to represent the sound of bees and the phrase "blind eyes could blaze like meteors."
This document provides a mid-term exam for a drama course, including multiple choice and fill-in-the-blank questions testing knowledge of dramatic concepts and terminology, as well as short answer questions analyzing quotes from Henrik Ibsen's play The Wild Duck. The exam covers topics such as the differences between tragedy and comedy, Aristotle's Poetics, dramatic structure including Freytag's pyramid, and themes in The Wild Duck regarding blame and social class.
This document provides a stylistic analysis of two works: "The Broken Wings" by Khalil Gibran and William Blake's poem "The Tyger". For Gibran's work, it analyzes his use of literary devices like similes, metaphors and hyperbole at the semantic level and alliteration at the phonological level. For Blake's poem, it examines themes of good vs evil, symbolism of the tiger and lamb, uses of metaphor, alliteration, synecdoche and the poem's meter and rhythm. The document concludes by summarizing Gibran's figurative style and poetic prose techniques.
The poem is written from the perspective of a man trapped in one of the World Trade Center towers on September 11, 2001. He is waving a white shirt to try to get the attention of people watching from below. However, he is growing tired as the heat rises and realizes that death is imminent. In the final stanza, his arm has gone numb and his nerves are "sagging" as he fails, with the last word "flagging" carrying a dual meaning of both physically weakening and signaling distress.
The document defines and provides examples of alliteration, consonance, and assonance. Alliteration is the repetition of initial consonant sounds, such as in "Peter Piper picked a peck of pickled peppers." Consonance is the repetition of internal consonant sounds, like in "The lumpy, bumpy road." Assonance is the repetition of vowel sounds, as in "I made my way to the lake." The document notes that alliteration, consonance, and assonance are used commonly in poems, songs, phrases, and company names to make language more rhythmic, memorable and appealing.
This document contains a summary of the poem "The Frog and the Nightingale" by Vikram Seth. It describes how a boastful frog hears the beautiful singing of a nightingale and, out of jealousy, offers to train her so he can profit from her talents. He overworks the nightingale and her singing deteriorates. Eventually the pressure causes her to die, while the frog resumes his loud croaking, unrivaled once more in the bog. The moral is about being wary of those who try to take advantage of others' innocence or ignorance.
This document contains information from a presentation on lexical expressive means and stylistic devices in the English language given by Ekaterina Andreevna Volgina. It discusses various tropes or figures of speech such as metaphor, metonymy, irony, hyperbole, personification and epithets. It provides examples of each trope and discusses their semantic, structural and distributional aspects. It also lists sources that were consulted in preparing the presentation. The presentation aims to outline key tropes and analyze their functions in stylistic expression in English.
The document defines various dramatic terms and conventions including:
- Drama recreates human life through dialogue and sequential events, having both written and performance forms.
- Dramatic conventions substitute for reality to provide information the audience would not otherwise have.
- Other conventions include concealment, soliloquy, asides, and dramatic irony.
- Tragedy aims to produce catharsis in the audience and involves a protagonist with a tragic flaw that leads to their downfall.
- Other terms defined include tragic flaw, hubris, protagonist, antagonist, and foil.
The document provides background information on William Shakespeare and his most famous play, Romeo and Juliet. It discusses that Shakespeare was an English playwright and poet from 1564 to 1616 who is considered the greatest writer in the English language. Romeo and Juliet is one of Shakespeare's most famous tragedies, written in the 1590s, which tells the story of two star-crossed lovers from feuding families in Verona, Italy. The document also provides context about theatrical performances during the Elizabethan era, including the Globe Theater and conventions of acting at that time.
The document provides background information on William Shakespeare and his most famous play, Romeo and Juliet. It discusses that Shakespeare was an English playwright and poet from 1564 to 1616 who is considered the greatest writer in the English language. Romeo and Juliet is one of his most renowned tragedies, written in the late 1590s, which has inspired many modern adaptations like West Side Story. The play was performed in an open-air theater called The Globe with minimal staging and effects, and only men and boys acted all roles on stage during Shakespeare's time. The plot of Romeo and Juliet follows the classic tragedy structure of exposition, inciting incident, rising action, climax, falling action,
Romeo and Juliet strong emotion questionMsCaldwell
Shakespeare prepares the audience for strong emotions from the beginning of Romeo and Juliet. Tybalt's character is immediately presented as full of hatred through his language, saying "I hate the word/As I hate hell, all Montagues, and thee." This implies Tybalt is consumed by hatred of the Montagues. Similarly, the Prince's anger at the feuding families is conveyed through his powerful imagery describing them as "beasts" and their fighting as "pernicious rage." Shakespeare uses the characters' language to foreshadow extreme emotions and violence that will drive the plot.
This document defines various drama and theater terms including:
- Comedy and tragedy, which are types of plays that end happily and unhappily, respectively.
- History, which is a dramatic work based on actual events.
- Catastrophe, which is the final outcome of a tragedy.
- Tragic hero, which is the main character of a tragedy that is nobly born but has a character flaw leading to their downfall.
- Act and scene, which are divisions of a play.
- Protagonist and antagonist, which are the leading character and their opponent.
This document summarizes various stylistic devices that operate on different levels of language, including sounds, meaning, composition, and words/sentences. It discusses figures of speech and rhetorical devices such as alliteration, metaphor, simile, irony and more. Examples are provided to illustrate how each device is used. The document concludes by recommending students learn these devices for an exam and provides a link for additional reference.
The document provides a 17 scene step outline for a documentary about British film director Michael Powell and his work filming propaganda films during World War 2. In 3 sentences: The outline explores whether Powell used his wartime films to push a subtle anti-war message by highlighting the surreal nature of conflict; it presents various perspectives on Powell's attitude towards women and whether his films were misogynistic; and ultimately questions if Powell was truly "Filming for Victory" or advancing his own artistic agenda through the films.
The poem "Poppies" by Jane Weir describes a mother's emotions as her son leaves home to join the army. She feels sad and anxious for his safety as she helps him prepare in his uniform. After he leaves, intoxicated by the world, she visits places that remind her of him, hoping to hear his voice on the wind. Birds represent her son's freedom and departure from home, leaving the mother with feelings of loss and worry for his safety in war.
This document summarizes different forms of drama including tragedy, traditional tragedy, modern tragedy, tragicomedy, melodrama, and musicals. Tragedies focus on human suffering and downfall, with traditional tragedies featuring extraordinary heroes facing tragic circumstances. Modern tragedies symbolize important societal issues. Tragicomedies have both tragic and comic elements with a happy ending. Melodramas exaggerate emotions to appeal to audiences. Musicals combine songs, dialogue, dance and more to communicate their story. Examples of each form are also provided.
This document provides an introduction and overview of Edgar Allan Poe's short story "The Cask of Amontillado". It includes sections on literary focus about unreliable narrators, reading focus on drawing conclusions, writing focus on thinking like a reader/writer, and tech focus. Various passages from the story are presented and analyzed. Key vocabulary words are also defined and used in examples. The document aims to prepare and guide readers for an analysis of Poe's story and its unreliable narrator.
This document discusses different ways that tone is created in various mediums such as writing, photography, film titles, and music. It provides examples of how tone is conveyed through figurative language and style choices in writing. Figurative language like metaphors and similes allow writers to describe feelings and moods in an evocative way. Style choices around word choice, sentence structure, and syntax can also shape the tone. Repetition, short sentences, and unusual word order were shown to create certain tones. The document also briefly touches on how irony, specifically understatement, sarcasm, hyperbole, and dramatic irony can be used to convey different tones.
The document discusses different ways that tone is conveyed in writing and other media. It provides examples of how tone is created through an author's attitude or perspective, visual design choices like images and titles, and figurative language like metaphors and similes. Style choices around word choice, syntax, and sentence structure are also discussed as ways to shape tone. Specific excerpts from stories and poems are analyzed to show how these different elements contribute to the overall tone. The document also briefly introduces the concept of irony and its different types.
Alliteration is a literary device where words are used in close proximity to each other that start with the same consonant sound, usually at the beginning of words or stressed syllables. It was commonly used in Old English poetry as a metrical device where the initial consonant sounds were repeated throughout lines. While alliteration is still used today for musicality in poems, songs, nursery rhymes and advertisements, it served as an essential part of the structure of Old English poetry where it helped carry the rhythm.
This document defines and provides examples of four literary devices: onomatopoeia uses words that imitate sounds, alliteration repeats initial consonant sounds, consonance repeats consonant sounds, and assonance repeats vowel sounds without repeating consonants. Examples include words like buzz to represent the sound of bees and the phrase "blind eyes could blaze like meteors."
This document provides a mid-term exam for a drama course, including multiple choice and fill-in-the-blank questions testing knowledge of dramatic concepts and terminology, as well as short answer questions analyzing quotes from Henrik Ibsen's play The Wild Duck. The exam covers topics such as the differences between tragedy and comedy, Aristotle's Poetics, dramatic structure including Freytag's pyramid, and themes in The Wild Duck regarding blame and social class.
This document provides a stylistic analysis of two works: "The Broken Wings" by Khalil Gibran and William Blake's poem "The Tyger". For Gibran's work, it analyzes his use of literary devices like similes, metaphors and hyperbole at the semantic level and alliteration at the phonological level. For Blake's poem, it examines themes of good vs evil, symbolism of the tiger and lamb, uses of metaphor, alliteration, synecdoche and the poem's meter and rhythm. The document concludes by summarizing Gibran's figurative style and poetic prose techniques.
The poem is written from the perspective of a man trapped in one of the World Trade Center towers on September 11, 2001. He is waving a white shirt to try to get the attention of people watching from below. However, he is growing tired as the heat rises and realizes that death is imminent. In the final stanza, his arm has gone numb and his nerves are "sagging" as he fails, with the last word "flagging" carrying a dual meaning of both physically weakening and signaling distress.
The document defines and provides examples of alliteration, consonance, and assonance. Alliteration is the repetition of initial consonant sounds, such as in "Peter Piper picked a peck of pickled peppers." Consonance is the repetition of internal consonant sounds, like in "The lumpy, bumpy road." Assonance is the repetition of vowel sounds, as in "I made my way to the lake." The document notes that alliteration, consonance, and assonance are used commonly in poems, songs, phrases, and company names to make language more rhythmic, memorable and appealing.
This document contains a summary of the poem "The Frog and the Nightingale" by Vikram Seth. It describes how a boastful frog hears the beautiful singing of a nightingale and, out of jealousy, offers to train her so he can profit from her talents. He overworks the nightingale and her singing deteriorates. Eventually the pressure causes her to die, while the frog resumes his loud croaking, unrivaled once more in the bog. The moral is about being wary of those who try to take advantage of others' innocence or ignorance.
This document contains information from a presentation on lexical expressive means and stylistic devices in the English language given by Ekaterina Andreevna Volgina. It discusses various tropes or figures of speech such as metaphor, metonymy, irony, hyperbole, personification and epithets. It provides examples of each trope and discusses their semantic, structural and distributional aspects. It also lists sources that were consulted in preparing the presentation. The presentation aims to outline key tropes and analyze their functions in stylistic expression in English.
The document defines various dramatic terms and conventions including:
- Drama recreates human life through dialogue and sequential events, having both written and performance forms.
- Dramatic conventions substitute for reality to provide information the audience would not otherwise have.
- Other conventions include concealment, soliloquy, asides, and dramatic irony.
- Tragedy aims to produce catharsis in the audience and involves a protagonist with a tragic flaw that leads to their downfall.
- Other terms defined include tragic flaw, hubris, protagonist, antagonist, and foil.
The document provides background information on William Shakespeare and his most famous play, Romeo and Juliet. It discusses that Shakespeare was an English playwright and poet from 1564 to 1616 who is considered the greatest writer in the English language. Romeo and Juliet is one of Shakespeare's most famous tragedies, written in the 1590s, which tells the story of two star-crossed lovers from feuding families in Verona, Italy. The document also provides context about theatrical performances during the Elizabethan era, including the Globe Theater and conventions of acting at that time.
The document provides background information on William Shakespeare and his most famous play, Romeo and Juliet. It discusses that Shakespeare was an English playwright and poet from 1564 to 1616 who is considered the greatest writer in the English language. Romeo and Juliet is one of his most renowned tragedies, written in the late 1590s, which has inspired many modern adaptations like West Side Story. The play was performed in an open-air theater called The Globe with minimal staging and effects, and only men and boys acted all roles on stage during Shakespeare's time. The plot of Romeo and Juliet follows the classic tragedy structure of exposition, inciting incident, rising action, climax, falling action,
Romeo and Juliet strong emotion questionMsCaldwell
Shakespeare prepares the audience for strong emotions from the beginning of Romeo and Juliet. Tybalt's character is immediately presented as full of hatred through his language, saying "I hate the word/As I hate hell, all Montagues, and thee." This implies Tybalt is consumed by hatred of the Montagues. Similarly, the Prince's anger at the feuding families is conveyed through his powerful imagery describing them as "beasts" and their fighting as "pernicious rage." Shakespeare uses the characters' language to foreshadow extreme emotions and violence that will drive the plot.
This document defines various drama and theater terms including:
- Comedy and tragedy, which are types of plays that end happily and unhappily, respectively.
- History, which is a dramatic work based on actual events.
- Catastrophe, which is the final outcome of a tragedy.
- Tragic hero, which is the main character of a tragedy that is nobly born but has a character flaw leading to their downfall.
- Act and scene, which are divisions of a play.
- Protagonist and antagonist, which are the leading character and their opponent.
This document summarizes various stylistic devices that operate on different levels of language, including sounds, meaning, composition, and words/sentences. It discusses figures of speech and rhetorical devices such as alliteration, metaphor, simile, irony and more. Examples are provided to illustrate how each device is used. The document concludes by recommending students learn these devices for an exam and provides a link for additional reference.
The document provides a 17 scene step outline for a documentary about British film director Michael Powell and his work filming propaganda films during World War 2. In 3 sentences: The outline explores whether Powell used his wartime films to push a subtle anti-war message by highlighting the surreal nature of conflict; it presents various perspectives on Powell's attitude towards women and whether his films were misogynistic; and ultimately questions if Powell was truly "Filming for Victory" or advancing his own artistic agenda through the films.
The poem "Poppies" by Jane Weir describes a mother's emotions as her son leaves home to join the army. She feels sad and anxious for his safety as she helps him prepare in his uniform. After he leaves, intoxicated by the world, she visits places that remind her of him, hoping to hear his voice on the wind. Birds represent her son's freedom and departure from home, leaving the mother with feelings of loss and worry for his safety in war.
This document summarizes different forms of drama including tragedy, traditional tragedy, modern tragedy, tragicomedy, melodrama, and musicals. Tragedies focus on human suffering and downfall, with traditional tragedies featuring extraordinary heroes facing tragic circumstances. Modern tragedies symbolize important societal issues. Tragicomedies have both tragic and comic elements with a happy ending. Melodramas exaggerate emotions to appeal to audiences. Musicals combine songs, dialogue, dance and more to communicate their story. Examples of each form are also provided.
This document provides an introduction and overview of Edgar Allan Poe's short story "The Cask of Amontillado". It includes sections on literary focus about unreliable narrators, reading focus on drawing conclusions, writing focus on thinking like a reader/writer, and tech focus. Various passages from the story are presented and analyzed. Key vocabulary words are also defined and used in examples. The document aims to prepare and guide readers for an analysis of Poe's story and its unreliable narrator.
This document discusses different ways that tone is created in various mediums such as writing, photography, film titles, and music. It provides examples of how tone is conveyed through figurative language and style choices in writing. Figurative language like metaphors and similes allow writers to describe feelings and moods in an evocative way. Style choices around word choice, sentence structure, and syntax can also shape the tone. Repetition, short sentences, and unusual word order were shown to create certain tones. The document also briefly touches on how irony, specifically understatement, sarcasm, hyperbole, and dramatic irony can be used to convey different tones.
The document discusses different ways that tone is conveyed in writing and other media. It provides examples of how tone is created through an author's attitude or perspective, visual design choices like images and titles, and figurative language like metaphors and similes. Style choices around word choice, syntax, and sentence structure are also discussed as ways to shape tone. Specific excerpts from stories and poems are analyzed to show how these different elements contribute to the overall tone. The document also briefly introduces the concept of irony and its different types.
This document discusses tone in writing and how it is conveyed through various techniques. Tone is the writer's attitude toward the topic. It can be set through word choices, syntax, sentence structure, descriptions of settings, and figurative language like metaphors and similes. Specific diction choices like casual vs. formal words can shift the tone. Style elements like sentence length and variety also impact tone. Irony, including sarcasm, understatement and dramatic irony, is frequently used to convey certain tones. Music, visuals and spoken delivery can also create tone beyond just the written word. The document provides examples from literature to illustrate these points.
This document discusses tone in writing and how it is conveyed. It can be conveyed through an author's choice of words (diction), syntax, sentence structure, descriptions of settings, and use of figurative language like metaphors and similes. Tone can also be shaped by style choices involving the words chosen and their order. Additionally, tone may be conveyed through irony, where the meaning expressed is different than the literal meaning of the words. Dramatic irony occurs when the audience knows something a character does not. Music, spoken language, and visual elements in other mediums can also establish and influence tone.
The document discusses various forms and elements of poetry including couplet, tercet, quatrain, acrostic, haiku, senryu, concrete poem, free verse, and limerick. It also covers poetic devices such as imagery, diction, rhyme, rhythm, figures of speech, theme, and tone. Key elements of different poetry forms are defined such as the line and syllable structure of haiku and senryu. Literary devices used in poetry to achieve certain effects are also explained.
This document provides an introduction to English literature, including definitions of poetry and its key elements. It discusses different types of poetry such as lyric poetry, narrative poetry, sonnets, and ballads. It also covers common poetic devices including metaphor, personification, and rhyme. Finally, it briefly profiles some famous English poets such as T.S. Eliot, John Keats, John Milton, and Robert Frost.
This document discusses how tone is established in various media like films, music, and writing to set the overall mood or attitude. Tone can be set through stylistic choices such as music, lighting, dialogue, and even subtle word choices. In films, the title, music score, and visuals can immediately establish a scary, funny, or romantic tone. Similarly, word choice, syntax, and sentence structure allow authors to convey tone in writing without relying on audio cues. Figurative language and an author's narrative perspective or attitude can also shape the implied tone of a story. Understanding these tone-setting techniques helps readers and viewers interpret the intended mood.
The document defines allusions as references within a work to something famous outside of it like people, places, events, stories, or works of art. Allusions help readers understand new information by connecting it to something familiar. However, allusions can be difficult for some to grasp as they require knowledge of well-known works. Examples provided show how allusions in movies, TV shows, songs, and books reference famous works like Shakespeare plays, poems, myths, and other cultural touchstones to convey meaning or foreshadow events in a new work.
The document defines allusions as references within a work to something famous outside of it, such as people, places, events, stories, or works of art. Allusions help readers understand new information by connecting it to something already familiar. However, allusions can be difficult for some to grasp if they are not well-read. The document provides several examples of allusions from literature, art, movies, television, and music to famous works like Shakespeare plays, Greek mythology, and the Bible to effectively summarize the key points about allusions.
This presentation is for middle, high, or upper elementary school students. It introduces (and reviews) poetic form and structure, rhythm, meter, word choice, and author's purpose (conveyed by mood and tone). This presentation focuses on sound devices and figurative language and their use and application in poetry. May be accompanied with guided note handout and activities found on www.literacystationinspiration.com.
This document provides an overview and analysis of poetry. It begins with the author explaining their passion for poetry since childhood and how that led to an interest in classical music. The rest of the document includes sections on poetry genres, forms, some influential poets like Shakespeare and the Beat generation, and a timeline of Welsh poet Dylan Thomas's life. It concludes with an original poem by the author on the themes of wealth, judgment of others, and humanity's shared flaws.
The document discusses tone in writing and provides examples from literature. It defines tone as an author's attitude and how tone influences the story's mood and atmosphere. It then analyzes tone in passages from various works, identifying tones like serious, sarcastic, humorous and their effect on the reader.
This document provides an overview of poetry, including its various forms, poetic devices, and types. It defines poetry as a type of literature that expresses ideas and feelings using specific forms like lines and stanzas. It discusses poetic form, sound effects like rhythm and meter, and figurative language such as similes, metaphors, personification, and onomatopoeia. Finally, it briefly outlines some common types of poetry like narrative poems, lyrical poems, concrete poems, and acrostic poems.
This document contains instructions for discussion forum posts for a literature class. Students are asked to respond to prompts about assigned readings, including Edgar Allan Poe's "The Fall of the House of Usher" and stories by Kate Chopin and Paul Laurence Dunbar. The prompts require at least 150 words and inclusion of a quote from the assigned text. Classmates then respond to each other's initial posts. Word count and deadline requirements are provided to earn full credit.
The document discusses tone in writing and provides examples of different tones used by authors. It defines tone as the author's attitude and how it influences the story's mood. Some tones mentioned are serious, sarcastic, humorous, enthusiastic and their effects on creating atmospheres like tragedy, comedy and excitement. Literary passages are analyzed to show tones like grieving, indifferent and their impacts.
This document provides analysis of key phrases or passages from various literary works. It includes the source text, a key phrase or words identified in the text, a brief explanation or answer for the meaning of the key phrase, and sometimes additional contextual details. Some examples analyzed include passages from Adventures of Huckleberry Finn, Romeo and Juliet, Sonnet 116, The Raven, and others. The document examines elements of plot, character, theme, imagery, tone and other literary devices across different genres.
The document discusses three classifications of poetry: narrative poems, lyric poems, and dramatic poetry. Narrative poems tell a story through forms like ballads, metrical tales, and epics. Lyric poems express an emotion without telling a story through reflective lyrics, elegies, odes, and sonnets. Dramatic poetry connects the reader to characters and includes dramatic narratives, dramatic monologues, and soliloquies. Examples and definitions are provided for each form.
Discussion Forum InstructionsPost a response to all four prompt.docxfelipaser7p
Discussion Forum
Instructions:
Post a response to all four prompts below.
Participation is worth 30% of your grade. Active participation in the weekly discussion is expected.
You must meet the minimum word count for each post to get full credit
.
All posts must be completed by
Sunday
at 11:59 p.m
.
No makeups are allowed.
Use only the assigned readings to respond to the discussion posts
.
Your post must include at least one quote from each text used to receive full credit.
CLASSMATE POST POST 2
I have to say, that honestly, I found Edgar Allan Poe’s story
The Fall of the House of Usher
interesting, but not engaging. I’m not sure if it was because there were some distractions during the reading (which I read again), or because the old style language is so difficult to follow at times. Perhaps it was a little of both. I definitely liked the theme of the story; being very dark and psychologically dreary. I think that the reason Poe’s work is still popular is because he excelled so greatly at creating a setting and theme that most people don’t regularly experience in their life. No doubt, from time to time, the average person feels creeped out or sad, or sees an old decrepit house. However, the way Poe paints things is exceptionally vivid, but in such a gray and colorless manner. My favorite part of the story was when he was creating the setting, at the very beginning. Poe’s first line is “During the whole of a dull, dark, and soundless day in the autumn of the year, when the clouds hung oppressively low in the heavens, I had been passing alone, on horseback, through a singularly dreary tract of country; and at length found myself, as the shades of the evening drew on, within view of the melancholy House of Usher” (Poe, 2013, p.702). Just that first sentence contains at least nine words which set the stage for a very depressing story: dull, dark, soundless, oppressively, alone, singularly, dreary, shades, melancholy. If anybody were to read just those words, they would immediately be taken to a rather dark mindset. And he managed to use them all at once! Overall, I did enjoy the story, though; particularly the end, when the house crumbled.
(WC295)
References
Poe, E. (2013). The fall of the house of Usher. In N. Baym, W. Franklin, P.F. Gura, J. Klinkowitz, A. Krupat, R.S. Levine ... P.B. Wallace (Eds.),
The Norton anthology of American literature
(Shorter 8th ed.) (pp. 702-714). New York, NY: Norton. (Original work published 1839).
Post 2
: Reply to a classmate regarding post 1; be sure to offer a new quote or idea to keep the conversation flowing! Be sure to quote, cite, and reference from the text(s) using appropriate APA format. Your post must be at least 150 words.
CLASSMATE POST POST 4
After reading
The Story of an Hour
by Kate Chopin, and
Sympathy
by Paul Laurence Dunbar, I noticed a similar theme: that of feeling imprisoned. Both writers convey a deep sense of unhappiness at being oppressed, which is unde.
Music in english teaching part 2 moviesSelf-employed
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This document provides an introduction to analyzing plot in literary works. It discusses key elements of plot, including exposition, inciting incidents, rising action, climax, and resolution. It also provides examples from films like Independence Day and novels like Stardust to illustrate these plot concepts. The purpose is to give students tools to analyze how plot works in pieces they will read for an upcoming essay assignment.
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The document discusses word choice and style in creative writing. It explores the impact of diction on tone and voice, examining ranges from informal to formal, usual to unusual, and concrete to abstract. Specific examples are provided from literature to illustrate stylistic techniques, including the use of unusual words in McCarthy's The Road. Writers are encouraged to thoughtfully choose words appropriate for their audience and purpose to effectively convey meaning and achieve the desired tone.
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Theme and symbolism are closely related, with symbols carrying the theme from the writer's mind to the reader's mind. Symbols can represent ideas and take various forms, including objects, actions, colors, and more. There are different types of symbols, including universal symbols that have similar meanings across cultures, cultural/conventional symbols that are understood within a given society or culture, personal symbols with unique meanings to individuals, and literary symbols created by writers. Identifying symbols in literature involves analyzing whether they appear in prominent parts of the text, are described in detail, recur throughout the piece, and relate to its themes and characters.
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2. Tone is the writer’s (or photographer’s)
attitude toward the topic
This colorful photo gives the feeling that writing is
meditative, peaceful, recreational, restful. Even easy! A
vacation activity!
This stark image on the other hand implies that
writing is intense, gritty, personal, arduous. Pretty
hard!
Tone. ENGL 151L 2
3. Aren’t some scary movies scary right from the start?
Here the title design – color, size, font – as well as the
background set an ominous tone.
Tone. ENGL 151L 3
5. Here, the pastel colors, hazy focus, and visual style of the
title suggest a blend of romance and nostalgia.
Tone. ENGL 151L 5
6. Many choices, starting with
the title and its design, create
the mood of a movie.
TONE TONE TONE
Tone. ENGL 151L 6
7. Music and Tone
Music affects tone too. With so many epic films,
isn’t the sound track essential? What are your
favorite examples? Wonder Woman, Iron Man,
Black Panther, Fury Road? And going farther back
Star Wars, Rocky, Jaws, The Godfather. We hear a
few notes and feel it again – the power and mood
of the movie.
Tone. ENGL 151L 7
8. Words and Tone
In conversation, people give some words more
emphasis than others, changing the tone and
often too the meaning.
Oh no, you didn’t (just drop and break my
phone)
Oh no you didn’t (ruin my birthday party,
somebody else did)
Oh no you didn’t (get me this new phone for my
birthday!!)
Tone. ENGL 151L 8
9. A personal story: Tone transcends
language barriers
We can hear tone of voice even in a language we don’t
know. I was in Turkey once being hosted by the aunt of a
Turkish friend. I didn’t know much Turkish yet, and she
spoke little English. My first day there I got lost in the
outdoor market. When we found each other, Husneye let
out a stream of words. Her tone went from anxious to
ticked off to relieved. I felt pretty sure she said something
like – Where the heck were you?! Don’t wander off like that
again! If I lose you Fatma will kill me. Well, anyway I found
you, let’s go eat. I responded with a stream of English that
she seemed to understand exactly. We laughed, and in
laughter we were each multilingual.
Tone. ENGL 151L 9
10. But pity the poor writer! They don’t have
design choices, music or even spoken
language with which to create tone.
All they have is the written word
True, a book’s cover sets a certain tone but writers don’t usually design their
covers (but you can bet they’re hoping they get a good graphic designer!)
Tone. ENGL 151L 10
11. So how do writers get tone into their writing?
We’ll look here at two main ways:
1) Figurative language – Poetic comparisons
known as similes and metaphors.
2) Style choices, especially around specific
words and the order they’re in.
Descriptions of time and place are also central to
tone; we’ll cover those elements in Week 2.
Tone. ENGL 151L 11
12. 1) Figurative language adds a ton to Tone
Figurative language Comment
From Of the Threads that Connect the Stars.
“I never saw stars. The sky in Brooklyn was a tide of smoke
rolling
over us
from the factory across the avenue.”
Hmm…Why such a long line and then that short one “over us”?
Smoke billowing from a factory blocks stars. It’s
oppressive and also, like the tides, cyclical. The
smoke rolls over the people the way water does over
sand. The tone fits that part of the poem nicely and
makes a satisfying contrast to the uplifting tone of
the last stanza.
From Sonny’s Blues, right after the older brother has
read of Sonny’s arrest: “A great block of ice got settled in my
belly and kept melting there slowly all day long, while I taught
my classes algebra. It was a special kind of ice. It kept melting,
sending trickles of ice water all up and down my veins, but it
never got less. Sometimes it hardened and seemed to expand
until I felt my guts were going to come spilling out or that I was
going to choke or scream.” (Baldwin 225-226)
That’s what it felt like to him. A shock so great it’s
physical. And it’s not one sudden shock. It’s his whole
morning, growing, getting worse. Spending so much
time on this comparison (an extended metaphor),
Baldwin creates a surrounding tone, like a bell jar we
are in with the narrator/main character as he deals.
From near the end. “He [the band leader, Creole] wanted
Sonny to leave the shoreline and strike out for the deep water.
He was Sonny’s witness that the deep water and drowning were
not the same thing. . . . He was waiting for Sonny to do the
things on the keys which would let Creole know that Sonny was
in the water.” (Baldwin 246)
The tone created by the swimming metaphor feels
almost joyful. Sonny is released, freed. Baldwin is
brilliant to sneak us into Creole’s point of view
because Creole, more than the older until now,
knows Sonny’s talent. He reveres him. If one feels the
tone, it’s a wonderful moment. 12
13. The choice of words - Diction
• Casual to formal (or colloquial vs “standard” English)
• Concrete to abstract
• Usual to unusual (or conversational vs poetic)
The order of the words - Syntax
• Expected to surprising
• Usual to unusual
The types of sentences – Sentence Structure
• Short to long
• Simple, compound, complex
• Mainly the same to great variety
*Style is covered in more detail in a later ecture.
Tone. ENGL 151L 13
2) Many Small Style Choices
Shape Tone
14. Example of style choices creating Tone
in “Sonny’s Blues”
“I read about it in the paper, in the subway, on my way to work. I
read it, and I couldn't believe it, and I read it again.”
This is the first line of “Sonny’s Blues.” We don’t even know
what the “it” is yet but we can tell by the tone that it’s some
unwelcome shock. Can you sense too that it’s not a shock
about world events but rather something personal to the
narrator?
The repetition of “read it” 3x conveys his shock. Also, both
sentences are made of 3 short clauses. The syntax is almost
a record skipping or someone stuttering. Or a mind stopping
and starting and stopping on one horrible fact. Which we
don’t even know yet!
Tone. ENGL 151L 14
15. Example of style choices creating tone in “Of the
Threads that Connect the Stars.”
“My father saw stars. My son sees stars. The earth rolls beneath
our feet. We lurch ahead, and one day we have walked this far.”
This is the last 2 lines and also the last stanza. Like Baldwin, Espada repeats words
and word order, “My father…” “My son....” He also uses 3 short sentences in a
row, like Baldwin’s 3 clauses, to create a serious tone. Almost processional. But
here the tone is uplifting. We see that verb roll again. First it was the tide of
smoke rolling over people. Now it is the earth that “rolls beneath [their] feet.” As
it should be. Time passes. Generations heal and “one day we have walked this
far.” Later in the semester we’ll talk about how beat and meter create tone (it’s a
whole science, ask MF Doom), but for now I’ll just note that double beat of “this
far.” Ta-dum. This type of beat in poetry is called a spondee – two stressed
syllables. A resounding ending. Imagine the line this way:
“We lurch ahead, and one day we have walked quite a long distance.”
Hmm. Not so strong. I also like how the “this” can refer to the poet, the son of the
father whose only stars were concussions, writing this tender, hopeful poem.
Tone. ENGL 151L 15
16. Irony: A common Tone in Literature and Life
Tone. ENGL 151L 16
Irony is all around us. It’s
when the words say the
opposite of the meaning,
usually on purpose but . . .
18. Irony is saying the opposite
of what is meant
Three main types of irony
1. Understatement
2. Sarcasm
3. Hyperbole
4. Dramatic
Tone. ENGL 151L 18
This photo of Americans waiting
on a food line during The Great
Depression of the 1930’s makes
an ironic statement.
19. 1. Understatement
“Tis but a scratch” says Monty Python’s ridiculously
tough black knight. Click here to view the scene.
Tone. ENGL 151L 19
20. 2. Sarcasm – saying
the opposite of what’s meat
Have a nice da-ay
Tone. ENGL 151L 20
21. 3. Hyperbole – Exaggerating to create
emphasis (used often in advertising)
Tone. ENGL 151L 21
Wow you’re sofa is totally covered with cat hair!
22. Watch Sharp Irony turn a crowd around:
Marc Anthony's oration from Shakespeare's "Julius Caesar"
When that the poor have cried, Caesar wept:
Ambition should be made of sterner stuff:
Yet Brutus says he was ambitious;
And Brutus is an honorable man.
You all did see that on the Lupercal
I thrice presented [Ceasar] a kingly crown,
Which he did thrice refuse: was this ambition?
Yet Brutus says he was ambitious;
And, sure, he is an honorable man.
I speak not to disprove what Brutus spoke,
But here I am to speak what I do know.
Tone. ENGL 151L 22
23. And Dramatic Irony
Dramatic irony is when the audience knows something before a character does,
creating interesting tension. Here are examples from past students:
• From Disney: Snow White doesn't know the old woman is the queen in
disguise or that the apple is poisoned. Little Mermaid’s Ariel doesn't know
Ursula is only using her to get to Triton. Eric doesn't know Ariel is a mermaid.
• In X-Men: First Class (the one with Fassbender & McAvoy) most of the
audience knows Charles & Erik end up lifelong enemies.
• Star Wars prequels: The audience knows Anakin will become Darth Vader.
• Flash: The audience knows Flash’s mentor Dr. Harrison Wells is not really
confined to that wheelchair and comes from the future.
• In The Dark Knight Rises, Selina / Catwoman leads Batman into Bane's trap,
only to discover too late that Batman is actually the millionaire Bruce Wayne,
which we haha knew all along. Ironic and dramatic.
If you can think of more current examples, please send them along – kgordon@Northampton.edu
Tone. ENGL 151L 23
24. Recent Example of Dramatic Irony
Here’s a recent pretty brilliant example you may already have seen. Think how this would be if the future
self just told the past self about all that was going to happen with the virus. Instead, she quickly sets up a
premise – I can’t tell you, because of the butterfly effect – and we’re off. The past self has no idea, and we
have all the inside knowledge. It sorts of outs us IN the piece. We experience it in an interesting, more
dramatic way. We don’t just watch/listen/read a great creative work, anymore than we just look at and
smell a well-made meal. We experience it. Tone is one way writers have to bring us in.
Tone. ENGL 151L 24
25. Questions to start a Response essay
once you’ve chosen a piece*
• How much is my response to the piece related to its tone?
• What 3 words describe the tone of this piece?
• Does the tone change? Where, how?
• What passage can I point to show the tone and tone shifts?
• Are there any unusual words? What specific words add to the tone?
(Discussion of one word or phrase could be a whole paragraph in your
essay. Look especially at verbs.)
• Does this lecture change my understanding of a piece? How?
• Is there any irony in the piece? What type(s)?
• What example of tone-shaping figurative language can I quote?
• Which passage really shows off the author’s style choices and how they
add to the tone?
• Do I hear the tone more if I read a passage out loud? (Try that on the
ending)
*Any piece assigned or offered as optional extra in weeks 1-3 will work.
Tone. ENGL 151L 25