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182 Unit 2 ■ Analyzing Comparisons and Representations

WORKSHOP RESOURCES Set a Purpose for Reading
TRM All of the following resources for this As you analyze a text, you can determine the narrator’s or speaker’s attitude about
section can be found in the Teacher’s Resource the subject by paying close attention to the specific language. This attitude — as
Materials on the digital platform and individually it is implicit in specific stylistic choices — is referred to as tone. In Unit 2, you
at point of use. have learned that authors employ techniques (e.g., repetition, specific word choice,
Handout: Describing Tone shifts) to highlight ideas and tensions. You have also learned that they use figura-
tive language (e.g., symbol, imagery, metaphor, and simile) to create associations
Graphic Organizer: Analyzing Tone through between their subjects and familiar objects. You must pay close attention to all
Figurative Elements these elements to understand the tone of a text.
Copyright (c) 2023 Bedford, Freeman & Worth Publishers. Uncorrected proofs were used with this sample chapter.
Handout: Writing a Thesis for Analysis of Tone For example, if the metaphorical associations and connotations of a text
Graphic Organizer: Developing a Defensible are positive, then the writer’s attitude and tone are likely positive. If these el-
Thesis Statement for Tone Analysis ements are negative, then the tone is probably negative. But as your readings
Handout: Some Techniques and Elements get more complex throughout the year, you may notice that some writers cre-
Distributed by Bedford, Freeman & Worth Publishers. Strictly for use with its products. Not for redistribution.
Handout: Structure of an Analysis of Tone ate tension between tone and subject matter (e.g., a comic tone applied to a
Graphic Organizer: Developing a Line of serious theme or problem). These incongruities can lead to irony, insight, and
Reasoning opportunities for multiple interpretations. Strategic readers make thoughtful
Graphic Organizer: Selecting Relevant connections between the language and the subject to identify the tone and
interpret the text.
Evidence to Support a Line of Reasoning Therefore, when you are preparing to analyze a text in a literary argument,
Graphic Organizer: Explaining the Relevance of you should pay particular attention to how the author’s use of language reveals
the Idea tone (or more than one tone) and connects to the unifying idea. To do this, con-
Graphic Organizer: Revising and Editing an sider how the author’s figurative elements work within the text to accomplish the
Analysis of Tone following:
• Reveal attitudes about subjects or experiences
• Reveal a narrator’s or speaker’s tone
®
AP CLASSROOM RESOURCES • Make associations to familiar objects or experiences
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AP Daily Videos • Suggest similarities and differences within comparisons
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AP Topic Questions
• Further inform the context of a comparison
• Emphasize qualities and traits of a subject
INSTRUCTIONAL FOCUS To prepare to write about tone, you can begin broadly by classifying this
attitude as either positive, neutral, or negative based on the associations you
Set a Purpose for Reading make. Then, the more you delve into the specific connotations of words and
To prepare students for this task, teachers should figurative language, the more precise you can be about analyzing this tone or
work with students on the precision of their word attitude. In your analysis, you will describe the tone of the work using ad-
choice when analyzing the tone of a literary text. jectives. Make sure you choose the most precise adjectives to do the job. For
As students read the text, they should annotate example, it would be accurate to describe the winner of a prize as “happy.” But
word choice, images, figurative language, and if the prize is $100 million, it would be more precise to say that the winner is
other authorial choices that create tone. Before “ecstatic.”
reading, students should review the chart Consult the following table, which gives examples of words and the different
“Describing Tone” (p. 183) and build upon these tones and attitudes they suggest.
lists of adjectives to describe tone with their own
vocabulary lists. More advanced students may
begin to look for shifts or complexity in tone.

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DIFFERENTIATION
Speaking and Listening
Teachers may guide the students through an can arrange the cards with the thesis on top and
activity to help them understand the structure of the topic sentences below in the intended order
their literary argument from the thesis statement for the line of reasoning. Students should then
to the topic sentences. Students should write discuss whether their line of reasoning presents a
their defensible thesis statement on a note card logical argument.
and then write their topic sentences on separate Once this activity is complete, students may
note cards. Next, students should highlight their build on this process by writing their relevant
idea words on each card to self-check for the evidence on separate cards to see if their
unifying idea. classmates can place the evidence with the
Next, have students circulate around the room proper topic sentence.
and trade sets of cards to see if other students

182 Unit 2 Analyzing Comparisons and Representations

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