Diction & Tone

Diction refers to the author’s choice of words.

Tone is the attitude or feeling that the writer’s words express.

When analyzing diction, consider such questions as:

• Is the language concrete or abstract?• Are the words monosyllabic (simple words) or

polysyllabic (having more than one and usually more than three syllables)

• Do the words have interesting connotations?• Is the diction formal or colloquial?• Is there any change in the level of diction in the passage?• What can the reader infer about the speaker or the speake

r’s attitude from the word choice?

Abstract and Concrete Diction

• The difference between the almost-right word and the right words is really a large matter – it’s the difference between the lightning bug and lightning.

• -Mark Twain

Abstract and Concrete Diction

• How did you learn to ride a bike?

• Can you ever learn to ride a bike by reading about the basic facts of bike riding?

Abstract and Concrete Diction

• To really learn how, one must experience it all…from the pedal pushing, wobbly starts and sudden crashes. Every bit of this is important to learning how to ride a bike…

• If you just tell it, no one is actually learning about riding a bike.

Abstract and Concrete Diction

• Abstract Diction – refers to words that do not appeal imaginatively to the reader’s senses. Abstract words create no “mental picture” or any other imagined sensations for readers.

• Abstract words include – Love, Hate, Feelings, Emotions, Temptation, Peace, Seclusion, Alienation, Politics, Rights, Freedom, Intelligence, Progress, Guilt, etc.

Abstract and Concrete Diction

• Try to create a mental picture of “love.” • Do you picture a couple holding hands, a

child hugging a mother, roses and valentines? • These are not “love.” Instead, they are

concrete objects you associate with love. • Because it is an abstraction, the word “love”

itself does not imaginatively appeal to the reader’s senses.

Abstract and Concrete Diction• Some abstract diction will probably be

inevitable in your papers, but you need to give readers something that they can imaginatively see, hear, smell or taste (imagery).

• If you remain on an abstract level, your readers will most likely lose interest in what you are saying, if your readers can even figure out what exactly you are talking about.

Abstract and Concrete Diction

• Remember our discussion on learning to ride a bike? That is the difference between abstract and concrete.

• To make your writing more effective, “show” something to readers that they can imaginatively experience; don’t just “tell” readers an abstract idea.

Abstract and Concrete Diction

• Notice the difference between the two sentences:

• Abstract or “Telling”

• Even a large male gorilla, unaccustomed to tourists, is frightened by people.

Abstract and Concrete Diction• Concrete “Showing” sentence

• “A four-hundred-pound male gorilla, unaccustomed to

tourists, will bolt into the forest, trailing a stream of diarrhea, at the mere sight of a person.”

• (Sentence is from Craig B. Stanford’s “Gorilla Warfare,” published in the July/August 1999 issue of The Sciences.)

Abstract and Concrete Diction

• That second sentence is memorable isn’t it? It brings the experience to life, whereas the first sentence is rather boring, telling readers that a large gorilla is frightened but not showing readers a frightened gorilla.

• The second sentence gives readers a vivid “picture” of a frightened gorilla.

Abstract and Concrete Diction

• That second sentence is memorable isn’t it? It brings the experience to life, whereas the first sentence is rather boring, telling readers that a large gorilla is frightened but not showing readers a frightened gorilla.

• The second sentence gives readers a vivid “picture” of a frightened gorilla.

What are some of the conclusions we can draw from these answers?• Concrete?• Abstract?• Monosyllabic words• Polysyllabic words• Formal• Colloquial (Everyday)• Change in type of

diction?

• Childlike• Mature thinking• Intellectually inferior• Sophisticated• Educated• Illiterate• Does this indicate an

epiphany?

Denotation means the literal, dictionary definition of the word – plump and obese both mean caloricly

challenged

Connotation means the implied or suggested meaning attached to a word, or the emotional “tag” that goes

along with the word.

Corpulent, plump, obese, heavy set, fleshy, fat, paunchy, burly, over-weight, roly poly, bulky, portly, weighty, pudgy

Which word do we use to insult someone?Which one do we use to describe someone we like?Which one do we use to describe a cute little baby?

The choice of diction contributes to the tone

When discussing tone, consider such questions as:

• What seems to be the speaker’s attitude in the passage?

• Is more than one attitude or point of view expressed?

• Does the passage have a noticeable emotional mood or atmosphere?

• Can anything in the passage be described as irony?

ALWAYS use an adjective when describing diction and tone.

____ diction contributes to the ____ tone.

Now --- let’s try it

Bouncing into the room, she lit up the vicinity with a joyous glow on her face as she told about her fiancé and their wedding plans.

What are the specific words that create the feeling of the sentence? What words did the author use to create the feeling of the sentence?

Bouncing into the room, she lit up the vicinity with a joyous glow on her face as she told about her fiancé and their wedding plans.

Bouncing – lit – joyous – glow – fiancé - wedding

What kind of words are these?

Bouncing into the room, she lit up the vicinity with a joyous glow on her face as she told about her fiancé and their wedding plans.

____ diction contributes to the ____ tone.

Cheerful diction contributes to the euphoric tone.

Or uplifting diction contributes to the joyful tone.

She huddled in the corner, clutching her tattered blanket and shaking convulsively, as she feverishly searched the room for the unknown dangers that awaited her.

____ diction contributes to the ____ tone.

frightening diction contributes to the alarming tone.

She lay on the couch in a white evening dress, whispering softly in the ear of her fiancé, running her fingers through his hair and gently nibbling his earlobe.

____ diction contributes to the ____ tone.

suggestive diction contributes to the seductive tone.

Harvard accepted her, allowing this child the opportunity to study in the same halls as the many famous scholars before her, giving her the chance to excel in her field in the best college in the United States.

____ diction contributes to the ____ tone. lofty diction contributes to the elevated tone.

Bursting through the door, the flustered mother hollered uncontrollably at the innocent teacher who gave her child an F.

____ diction contributes to the ____ tone.

fierce diction contributes to the antagonistic tone.

Drawing the attention of his classmates, as well as his teacher, the student dared to experiment with his professor’s intelligence by interrogating him about the Bible.

____ diction contributes to the ____ tone.

challenging diction contributes to the confrontational tone.challenging diction contributes to the confrontational tone.

The laughing wind skipped through the village, teasing the trees until they danced with anger and cajoling the grass into fighting itself, blade slapping blade, as the silly dog with golfball eyes and flopping, tongue bounded across the lawn.

____ diction contributes to the ____ tone.

humorous diction contributes to the happy-go-lucky tone.

Remember………………………What kind of words are there?

And how do they make you feel?

Abhorrent abrupt accusing accusatory admonitory bantering bitter boring brash bucolic calm cautious

childish coarse cold colloquial concerned despairing desperate disdainful disgusted ecstatic effusive

elated elegiac eloquent embittered erudite exuberant foreboding gloomy harsh haughty hopeful humbleindignant inflammatory irreverent irritated ironic

joking joyful light loving miserable melancholicnervous nostalgic optimistic outraged paranoid passionate

patronizing pedantic peaceful pessimistic pitiful pleasant playful proud pompous pretentious questioning

reflective reminiscent resigned romantic sadsanctimonious sarcastic sardonic scornful sentimental

serene serious sharp shocked silly solemn somber soothing snobbish snooty sympathetic taunting turgid vexed

vibrant whimsical angry anxious appreciative apologetic arrogant audacious condemning dark condescending

contemptuous dreamy mocking moralistic mournful persuasivepiquant cynical compassionate confidant

See…………

The more words you know to describe passages, the more sophisticated your descriptions will be when you analyze authors’ writing

And one last tip………..Never, never, never, never, never say:

“the author uses diction”do you mean – the author chooses words?

Well, duh!!!!!!

Always say:the author uses ______(what kind of) diction

indignant? dark? euphoric?Describe it!!!!!!