Style AnalysisAnalyzing the Rhetorical Devices Used in Literature

STYLE ANALYSIS: LITERARY ANALYSIS

Rhetorical or Stylistic Devices or Techniques

DictionImageryDetailLanguageSyntax

Point of viewOrganizationStructureIronyTone/Attitude

Always think in terms of CONTRARY IDEAS Good writing almost always embraces a CONTRARY Good fiction presents the reader with a DILEMMA •Two ideas that create friction

 

TONE & ATTITUDE  

1. What does the word “tone” mean?   2. What does the phrase “tone of voice” mean?  3. List 5 words that could describe aperson’s tone of voice. An example: ANGRY. 

Authors convey feelings through the pieces they write in the same way that people convey feelings through tone of voice. Authors, though, must rely only on the printed word and cannot use inflection, volume, or gestures to make their point!!

John surveyed his classmates, congratulating himself for snatching the highest grade without studying at all, unlike all the other dolts in the class.

 

Without specifically saying John was __________, the writer has conveyed this idea.

John surveyed his classmates, congratulating himself for snatching the highest grade without studying at all, unlike all the other dolts in the class.

John surveyed his classmates, congratulating himself for snatching the highest grade without studying at all, unlike all the other dolts in the class.

John surveyed his classmates, congratulating himself for snatching the highest grade without studying at all, unlike all the other dolts in the class.

John surveyed his classmates, congratulating himself for snatching the highest grade without studying at all, unlike all the other dolts in the class.

1. Choose one word from the tone/attitude list we created. Write one sentence on any topic that by itself (without using your word) gives the feeling of the tone you chose. Write the word here: ________________________ Write the sentence: _________________________________________________________________________________________________________________________________________________________ 2. Now write commentary for the sentence. What words were included that conveyed the tone desired? How did the words do this?

DISCOVERING THEMEFill in the blanks as many times as you have thoughts:

___________________________ ______________________________________________________ ___________________________ ___________________________ ___________________________ ___________________________

______________is a story about:___________________________

_____________________________________________________________________________________________________________________________________________________________________________________________

Reflecting upon the words or phrases written, write a statement that you believe best conveys the one central message or theme that the author wants you to understand._________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________

WRITING A THESIS STATEMENT

ANSWER THIS QUESTION:

What is the one central message or lesson expressed in the work or works studied by this author, and what element or elements of fiction does the author use to convey this message or lesson?

Your answer to this question can be your…..

THESIS STATEMENT!!!!!

SENTENCE # AND WHAT IT DOES

SENTENCE

1-- a theme sentence that

introduces one or more themes from the story

-- all commentary

-- no CD from the story

2-- says more stuff about 1st

sentence

3-- thesis

-- names the book or title of story or poem

-- shows what the essay will talk

about

In Kate Chopin’s “The Story of an Hour,” she uses various literary devices to convey the conflicting attitudes of freedom and imprisonment.

INTRODUCTORY PARAGRAPHS

DICTION: The most powerful element of Style Analysis

This rhetorical device examines the author’s• WORD CHOICE• REASONS FOR CHOICE

WORD CHOICE

Diction

Connotation

Denotation

Denotation: dictionary meaning of a word  Connotation: implied meaning of a word  

plump = obese denotation is the same—FAT

  

plump pleasantly fat is the connotation

obese medically fat is the connotation

IMAGERY Describes concrete words or phrases that include

information perceived through the five senses.

SIGHT: description of something that can be visualized in the mind’s eye Sparrows twittering in the eaves Clouds piled one above the other

  HEARING: description of the way something

sounds or something that can be heard Josephine’s piercing cry Notes of a distant song

 

IMAGERY  TASTE: description of the way something tastes or

something that can be tasted the delicious breath of rain she saw beyond that bitter moment

  SMELL: description of the way something smells

or something that can be smelled the delicious breath of rain the dry, savory odors were sweet

  TOUCH: description of the way something feels,

its texture, or something that can be touched Pulses beat fast and the coursing blood warmed and relaxed

1) (TS) In Harry Potter and the Sorcerer’s Stone, Harry is champion and a savior to many of the more insecure students at Hogwarts.

2) (CD) For example, when Malfoy takes Neville’s Rememberall, Harry takes a broom and gets it back.

3) (CM) Because of his miserable life at the Dursleys, he cannot stand someone who picks on others.

4) (CM) Harry has been mistreated and is now a hero to those less fortunate.

5) (CS) He has found a place where he belongs and feels great compassion for those who are not as lucky.

SAMPLE PARAGRAPH: LEVEL III 9-12BASIC 5 SENTENCE PARAGRAPH

EMBEDDED QUOTATIONS IN CD’SEmbedded Quotations: 3-part formula

T + LI + Q = CD

T = Transition word(s) For example, For instance, In addition, Furthermore, Moreover, Therefore, However, (used in place of “but”)

LI = Lead-in Commentary—your words Sets up circumstances surrounding the quotation being used

 Q = Quotation

Sentence, phrase, or words copied from the text & placed in quotation marks

T LICD = For example, as Louise looks out the window, she sees “the tops of trees that were all aquiver with new spring life” (474).

1) (TS) Chopin’s use of diction heightens the senses of opportunity and restriction for Louise Mallard.

2) (CD1) For example, Louise notices in the “open square” all of the “new spring life” as well as “patches of blue sky” in between the clouds (474).

3) (CM1) These words suggest opportunity because . . .

4) (CM2) This implication is important because. . .

1ST BODY PARAGRAPH—DICTION

5) (CD2) However,

6) (CM1) These words suggest restriction because. . .

7) (CM2) This implication is important because. . .

8) (CS) As a result,

Diction Paragraph con’t.

1) (TS) Chopin’s imagery supplies the reader with a well-defined picture of the opposing concepts of independence and oppression.

2) (CD1) For instance, as Louise sits in her room alone, she feels something “reaching toward her through the sounds, the scents, [and] the color” which causes “her pulses [to] beat fast, and the coursing blood [to warm] and [relax] every inch of her body” (474-76).

3) (CM1) These images exemplify independence because. . .

4) (CM2) This exemplification is important because. . .

2ND BODY PARAGRAPH—IMAGERY

5) (CD2) Moreover, . . .

6) (CM1) These images exemplify oppression because. . .

7) (CM2) This exemplification is important because. . .

8) (CS) As a result. . .

Imagery Paragraph con’t.

LANGUAGE  METAPHOR: Comparison between two objects usually

unlike without the use of special words to show comparison. And if I should live to be / The last leaf upon the tree / In the spring.

  SIMILE: The most common--an expressed similarity

between two objects essentially unlike. The comparison is usually made by using like or as. Their lives glide on like waters that water the woodland.

  PERSONIFICATION: The attribution of human life or

characteristics to inanimate objects. The sea waves sobbed with sorrow.

OXYMORON: An especially compact paradox in which two successive words seemingly contradict each other, yet convey a truth. The pleasing plague stole on me.

LANGUAGE  ONOMATOPOEIA: The adaptation of the sounds of words to

the meaning conveyed by them. Buzz, roar, hiss, splash, murmur, cackle The sails did sigh like a sedge.

  ALLITERATION: A repetition of letters or sounds in a series

of words. More often the alliteration occurs in the initial letters. The horn of the hunter was heard on the hillside.

  ASSONANCE: the repetition of vowel sounds often in the

middle of words, though sometimes at the beginning or end. The mystery of history is crystal clear.

CONSONANCE: the repetition of consonant sounds at the end of words, though sometimes in the middle. The band sends musical strains around the land.

SYMBOLISM A person, place, thing, or event that has

meaning in itself and that also stands for something more than itself.

Universal symbols: dove—peaceskull/crossbones—deathred—anger, passion 

Personal symbols: white whale—obsessionraven—mental collapsejourney—search for truth

1) (TS) The language Chopin incorporates into her story creates connections that highlight the dilemma between the ideas of autonomy and subjugation.

2) (CD1) For example, Louise exits her room after her sister’s persistence with “a feverish triumph….like a goddess of Victory” (474).

3) (CM1) These words suggest autonomy because . . .

4) (CM2) This implication is important because. . .

3rd BODY PARAGRAPH—LANGUAGE

5) (CD2) However,

6) (CM1) These words suggest subjugation because. . .

7) (CM2) This implication is important because. . .

8) (CS) As a result,

Language Paragraph con’t.

1) (TS) The contrary ideas of free will and confinement are evident through the juxtaposition of Chopin’s symbols.

2) (CD1) For instance, Louise sits in her room for a time “facing the open window” looking out into “the open square” and drinking in life “through that open window” (474-76).

3) (CM1) This symbol of the open window represents free will because. . .

4) (CM2) This representation is important because. . .

3RD BODY PARAGRAPH—SYMBOLISM

5) (CD2) In contrast,

6) (CM1) This symbol of the closed door represents confinement because. . .

7) (CM2) This representation is important because. . .

8) (CS) As a result,

Symbolism Paragraph con’t.

SENTENCE #AND WHAT IT DOES

SENTENCE

1In this story, the author wants the reader to realize that. . .

2She wants the reader to understand this because. . .

3In the final analysis. . .

CONCLUDING PARAGRAPHS