Aim: How can an exploration of writers’ choices, and the literary devices used, introduce us to the concept of “voice” as it’s used in writing?
Do Now: QUICKWRITE
For the Do Now, we were instructed to write a paragraph that describes all that comes to mind when we think of pizza and our attitude towards it. We took a few minutes to record our responses which we then shared at the end of class. While the general opinion of the class was positive, different takes on the topic were brought up. Some students related pizza with memories and traditions they’ve made in the past with friends and family. Other students listed more observational details such as appearance, taste, and temperature.
Vocabulary:
Diction: A speaker’s (or author’s) word choice
Typically divided into two components: vocabulary and syntax. When referring to vocabulary, it means the level of difficulty, complexity, abstractness, formality, and origin of the words used.
Syntax: The arrangement of words in a sentence
The ordering, grouping, and placement of words
Imagery: Language the writer uses to convey a visual representation of a sensory experience; the use of figures of speech to express abstract ideas in a vivid and innovative way
Literal imagery: purely descriptive
Figurative imagery: describing things or ideas that can be easily perceived to portray something else like an abstract idea that cannot be literally or directly described.
Tone: The attitude the author has towards the reader or subject.
Class discussion:
We were given the response and chart:
Speaker 1:
"Eating pizza is rather like embarking on a transcontinental excursion. You embark on the journey without being quite certain of what you will encounter. A well-made pizza contains the aromatic essence of fresh basil, oregano, and garlic that beckons invitingly. Once you bite into a perfectly sliced piece of pizza, your taste buds awaken and celebrate. When properly prepared, pizza is an extraordinary culinary creation."
As a class, we analyzed speaker 1’s opinion on pizza. We picked apart their response to determine their diction, syntax, imagery, tone and create an inference about the speaker. We then concluded that the speaker was a middle-aged man due to their mature and poetic word choice. The response consisted of long, complex sentences and vocabulary. The words “embarking” and “transcontinental excursion” are formal and complex. For imagery, the words and phrases that included sensory details to create images were “aromatic essence”, and “culinary creation”. And finally, the speaker enjoys pizza as their words have positive connotations.
Group Work:
Talking About Voice: Zoom Breakout
Now, read the remaining speakers’ descriptions with your team, highlighting and annotating each passage for the diction, syntax, and imagery that contribute to the voice and tone.
Record your annotations in the graphic organizer to capture your responses.
Be prepared to share your findings with the class and EARN TEAM POINTS!!!
In breakout rooms, students worked together to perform the same task we did as a class. Except this time, we had to analyze three speakers instead of one.
Speaker 2:
“It’s yummy. I like it when the cheese is really gooey. My mom makes it for dinner on the weekends. When it’s too hot, I have to wait for it to cool. Mom says if I don’t wait I will burn my tongue. I like the way pizza smells. When I smell pizza cooking it always makes me want to eat it right up!”
We can infer that the speaker is a child because they use words such as “gooey” and refers to their mom in a way someone older would not. The way the speaker is talking seems very unplanned. The sentences are short and simple and seem like the speaker is saying whatever comes to mind at that moment. The imagery is weaker in this response, the only words and phrases that include sensory details are “gooey” and “burn my tongue” which doesn’t aid in creating a visual representation in the audience's mind. The speaker does enjoy pizza. They have a sincere and child-like interest.
Speaker 3:
“As long as not one speck of gross disgusting animal flesh comes anywhere near my pizza, I can eat it. I prefer pizza with mushrooms, tomatoes, and spinach. Goat cheese is especially nice too. A thin whole-wheat crust topped with imported cheese and organic vegetables makes a satisfying meal.”
Based on their word choice, we can assume that the speaker is middle-aged. They have very specific preferences such as preferring goat cheese and thin-whole wheat crust which a younger person may not have. They are also very opinionated. The word choices the speaker makes are informal but complex. The words and phrases that include sensory details are “gross”, “thin”, and “disgusting”. The speaker clearly has a specific type of pizza they enjoy. The words “gross”, “disgusting”, and “animal flesh” expresses the speaker’s hatred for meat.
Speaker 4:
“Pizza is, like, one of the basic food groups, right? I mean, dude, who doesn’t eat pizza? Me and my friends order it like every day. We usually get pepperoni, and it’s great when they are, like, covering the whole top! Dude, hot steamy pizza dripping with cheese and loaded with pepperoni is awesome.”
We can conclude that the speaker is a teenager. They use filler words such as, “like”, and “dude” repeatedly. The sentences are short and simple and the word choice is informal. The speaker includes sensory details that describe the appearance and temperature of the pizza with the words, “hot”, “steamy”, and “covering the whole top”. The speaker enjoys pizza, they eat it almost every day and haven’t grown sick of it.
Reflection:
This lesson taught me the importance of word choice and literary devices when analyzing and writing text. Diction (syntax & vocabulary), imagery and tone are the tools that help the author express their ideas and opinions. When I’m writing a paper for an assignment, being able to express my ideas clearly while remaining formal and professional is crucial. Knowing how to adjust my words to have the effect I want will make it easier but also improve my writing. Understanding how to notice and implement the literary devices can also be helpful in situations outside of this class. For example, when having a conversation with someone. If the speaker’s voice isn’t enough to determine their intentions, paying attention to their diction will help. Not only will this help me get a better grasp of what the other person is saying, it’ll be easier to notice when something is wrong.
No comments:
Post a Comment