Page 74 - 2022-bfw-litcomp-TE-3e.indd

seem like an incantation. The syntax itself reinforces the narrator’s progress from Maxine’s always known me and been able to on me, how people look at me and treat me, and 1
1
observation to reflection or even meditation. By the end of the passage, we have a read me like no one else can, better than myself how long it takes me to figure out if I have to put
sense of the narrator’s ease as he seems to float from idea to idea. Note, too, that the even, like I don’t even know all that I’m showing it all back together. chapter 1
shifts in syntax parallel shifts in diction. In the shorter, more straightforward sentences, to the world like I’m reading my own reality 2018
the narrator is a keen observer of details in the natural world; as he moves into longer, slow, because of the way things switch around
more reflective thoughts, his language becomes more abstract. He has moved from the
external physical world to the interior realm of thought.
Tone and Mood
DIFFERENTIA TION
DIFFERENTIATION
KEY QUESTIONS Tone reflects the attitude of the narrator or a character toward an AP TIP
®
Analyzing Short Fiction
Collaborative Learning
idea, situation, character, or overall subject of the work. Mood is the Collaborative Learning
Analyzing Syntax While tone and mood often
feeling the reader experiences as a result of the tone and other details echo each other, they can be Many students struggle to understand that
Many students struggle to understand that
© Bedford, Freeman & Worth Publishers. For review purposes only. Do not distribute.
• What is the order of the words in the sentences? Are they inverted?
in the text. Closely related, tone and mood evoke emotions and are quite different. Consider, for tone is cr eated thr ough the combination
tone is created through the combination
• How do the sentences connect words, phrases, and clauses? created by the writer’s style choices. To discern tone and mood, keep example, a text in which the Section 2 / Close Reading: Analyzing Literary Elements and Techniques of literary elements and techniques. Divide
of literary elements and techniques. Divide
• How do the sentences build on each other to create meaning? in mind that you must consider how all of the literary elements we’ve narrator’s tone is sarcastic. students into small gr oups of thr ee or four .
students into small groups of three or four.
As a reader, you might find
Give each group a tone word from a list of
• How is the passage organized? Is it chronological? Does it move from concrete to discussed in this chapter work together, not just individually. When the sarcasm humorous, but Give each gr oup a tone wor d fr om a list of
10 tone words. You may wish to predict the
abstract language, or vice versa? Do you see any other patterns? you describe the tone and mood of a work, try to use at least two you will not experience a 10 tone wor ds. Y ou may wish to pr edict the
tonality of the passage they will be reading.
precise words, rather than words that are vague and general, such as sarcastic mood that matches tonality of the passage they will be r eading.
Then, ask each student group to deliver
happy, sad, or different. Though there are many possibilities, a pair of the tone of the narrator. Then, ask each student gr oup to deliver
d. For
the same phrase using their tone wor
adjectives with similar connotations (e.g., detached and bitter), a pair the same phrase using their tone word. For
example, “You are so amazing” could be
of contrasting adjectives (e.g., detached but optimistic), and an adverb-adjective example, “Y ou ar e so amazing” could be
, euphoric, or
castic, bitter
deliver
ed with a sar
activity Analyzing Syntax combination (e.g., bitterly detached) are all effective and versatile. When analyzing the delivered with a sarcastic, bitter, euphoric, or
adoring tone. Then, ask students to cr
eate
Carefully read the following passage from There There by Tommy Orange. In this Cather passage, for instance, you might say that the joyful and contented tone creates adoring tone. Then, ask students to create
a skit that incorporates that phrase. They
excerpt the young narrator, Dene, describes reading to Maxine, who is his guardian. a reflective, peaceful mood. a skit that incorporates that phrase. They
est of the class
will need to explain to the r
Analyze how Orange uses syntax to reveal Dene’s understanding of his experience of Let’s consider the opening passage from Bleak House, an 1853 novel by the British will need to explain to the rest of the class
which literary elements and techniques they
reading. which literary elements and techniques they
author Charles Dickens. This excerpt is set in the city of London, specifically on the combined to create the tonality.
eate the tonality
combined to cr
.
from There There route leading to the Chancery Court, a high court of justice in England.
Tommy Orange
from Bleak House DIFFERENTIA TION
DIFFERENTIATION
Maxine makes me read to her. . . . I don’t like it couldn’t feel before reading it, that makes you Charles Dickens
Scaffolding
because I read slow. The letters move on me feel less alone, and like it’s not gonna hurt as Scaffolding
sometimes like bugs. Just whenever they want, much anymore. One time she used the word London. Michaelmas term lately over, and the mourning, one might imagine, for the death of Many multiple-choice question sets
Many multiple-choice question sets
they switch places. But then sometimes the devastating after I finished reading a passage Lord Chancellor sitting in Lincoln’s Inn Hall. the sun. Dogs, undistinguishable in mire. include questions about tone. Many of the
include questions about tone. Many of the
words don’t move. When they stay still like from her favorite author — Louise Erdrich. It Implacable November weather. As much mud Horses, scarcely better; splashed to their very possible options pair adjectives with similar
possible options pair adjectives with similar
1
that I have to wait to be sure they’re not gonna was something about how life will break you. in the streets as if the waters had but newly blinkers. Foot passengers, jostling one connotations. Y ou may wish to explor e the
connotations. You may wish to explore the
move, so it ends up taking longer for me to read How that’s the reason we’re here, and to go sit retired from the face of the earth, and it would another’s umbrellas in a general infection of multiple-choice sets found on past exams
multiple-choice sets found on past exams
them than the ones I can put back together by an apple tree and listen to the apples fall and not be wonderful to meet a Megalosaurus, ill temper, and losing their foot-hold at to discover such a set, and then r eview
to discover such a set, and then review
after they scramble. Maxine makes me read pile around you, wasting all that sweetness. I forty feet long or so, waddling like an street-corners, where tens of thousands of those questions with the students.
those questions with the students.
her Indian stuff that I don’t always get. I like it, didn’t know what it meant then, and she saw elephantine lizard up Holborn Hill. Smoke
though, because when I do get it, I get it way that I didn’t. She didn’t explain it either. But we lowering down from chimney-pots, making a
1 Also known as blinders, these shields over horses’ eyes prevent
down at that place where it hurts but feels read the passage, that whole book, another soft black drizzle, with flakes of soot in it as them from being able to see (and be frightened by) anything except
better because you feel it, something you time, and I got it. big as full-grown snowflakes — gone into what is right in front of them. — Eds.
(continued)
32 33
02_SheaLitComp3e_28114_ch01_xl_053.indd 32 27/10/21 9:06 PM 02_SheaLitComp3e_28114_ch01_xl_053.indd 33 27/10/21 9:06 PM
TRM Annotation Handout CLOSE READING
A student handout for annotating this text can
be found in the Teacher’s Resource Materials. Ask small groups of students to identify the
opening tone of the first paragraph of this
excerpt from a list of 10 possibilities. Ask
them to determine which combination of liter-
ary elements and techniques combine to cre-
ate the tone. You may wish to have students
share their observations in class. Then, as a
whole class, they might discuss differences
in opinion.
chapter 1 / Close Reading: Analyzing Literary Elements and Techniques 33
02_SheaTEL&C3e_40437_ch01_001_053.indd 33 18/02/22 1:41 PM