Transcript Tone in Nonfiction writing

TONE
IN NONFICTION WRITING
Writer’s Notebook
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Tone can be defined as the writer’s attitude
toward the subject, reader, or
himself/herself. In dialogue it is indicated by
the inflection in a person’s voice. Can you
recall an instance when you misinterpreted
someone’s attitude or tone? Cite experiences
in personal situations, movies, novels, music,
etc.
Tone in Music
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After listening to both versions of Hey Ya and looking
over your list of tone words, state a specific tone of
each version. What made the tone of each version so
different? How did that affect your interpretation of
the song’s meaning? (BTW… it should!) Responses
should be at least a half-page in length.
Obadiah Parker version
http://youtu.be/8ejeEBlDESc
Outkast version
http://youtu.be/43dE6fiTTSU
NEXT…
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When you finish your bellringer,
please turn to the TONE WORDS
LIST that you got last class. It
should be in the Notes section of
your binder.
Terms to know when discussing tone:
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Diction: The choice of a particular word as opposed to
others. The word choice a writer makes determines the
reader's reaction to the object of description, and
contributes to the author's tone.
Denotation: The strict definition of a word as found in a
dictionary, disregarding any historical or emotional
connotation.
Connotation: An association that comes along with a
particular word. Connotations relate not to a word's
actual meaning but rather to the ideas or feelings that
are implied by that word
Tone Activity (1A)
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Student 1: Are those new shoes?
Student 2: They are! Do you like them?
Student 1: Well. . . They do remind me of a pair
that my grandmother gave to the Goodwill last
month. Is that where you. . . um. . . found them?
Student 2: Oh. Okay.
Tone Activity (1B)
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Student 1: Are those new shoes?
Student 2: They are! Do you like them?
Student 1: Well. . . They look vintage. Very retro.
Where did you find them?
Student 2: Thanks! Let me tell you. . .
Tone Activity (2A)
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Student 1: Where have you been?
Student 2: I got stuck at practice. It was rough
today.
Student 1: Oh my gosh, I tried to call you about
thirty times! Why didn’t you answer?
Student 2: Sorry, but I don’t think that would have
gone over very well with my coach.
Tone Activity (2B)
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Student 1: Where have you been?
Student 2: I got stuck at practice. It was rough
today.
Student 1: I tried to call you about thirty times! Why
didn’t you answer me? Who all was at practice?
You’ve never been this late before. It just seems kind
of odd.
Student 2: Sorry, but I don’t think that would have
gone over very well with my coach.
Tone Activity (3A)
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Student 1: Hey, take a look at this article my
English teacher gave me to read for homework.
Student 2: What about it?
Student 1: I was just wondering what you thought
about the third paragraph. I’ve never read
anything like this before, and it’s actually pretty
interesting.
Student 2: Here, let me take a look.
Tone Activity (3B)
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Student 1: Hey, take a look at this article my
English teacher gave me to read for homework.
Student 2: What about it?
Student 1: Could you read the third paragraph
and tell me what you think about it? I’ve read it
four times already, and I just don’t get it.
Student 2: Here, let me take a look.
“Our African Safari was a Big Pile of. . . Adventure”
EXIT SLIP
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On the back of your organizer, answer the following:
How does the author’s tone in this piece contribute
to the overall meaning? Answer in a complete
“cheeseburger” paragraph and use evidence in
your response.
There now, aren’t you glad I added that?