Kenneth Bui
- Blogger #3 - 2/22/2021 Period 7 - Day C-
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?
In this lesson, we started off taking 5 minutes to write a paragraph about what exact imagery, memories, and depictions we have when we think about pizza. What I wrote was, “Pizza is that 2 dollar slice that I buy to eat when I’m feeling like eating something cheesy. It’s cheese and tomato sauce on a rolled out piece of dough. You can add stuff on it like toppings such as pepperoni and sausage or even more cheese. It’s a very good food for a cheap price of only 2 to 3 dollars a slice.” When the 5 minutes passed, we finished up the paragraph and were told that we would go over it at the end of the class.
After we finished the paragraph, we moved on to the “Spirit Reading”, which is a session where we read the lesson, and any student can unmute their microphone to read the information on the lesson. In this case, students read aloud the definitions of: Diction, Syntax, Imagery, and Tone.
The next part of the lesson was where us students discussed the newly learned topics (Diction, Imagery, Syntax and Tone) and applied it to the aim. As a class, we discussed the feelings of Speaker 1 on how they feel about pizza, using the following format, and filling out a chart.
For speaker 1, the class had determined that this person knows what they are talking about, speaks with a very formal and sophisticated tone, and knows what to expect from a slice of pizza. They know the condiments required for a good pizza, how it should taste to the consumer and overall just describing it as a ‘culinary creation’.
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."
After breaking down the components of this paragraph and filling out the chart, we used the same format to break down and determine how 3 other speakers feel about pizza. These are each of the respective speakers' opinions on pizza.
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!
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.
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.
To find the Diction, Syntax, Imagery, and Tone of each of these speakers, the class was split up into groups and sent into breakout rooms on the zoom meeting.
For Speaker 2, we determined that it was most likely a young child who enjoys eating pizza by the way they spoke, using words such as ‘yummy’ and talking about what their mother says when she makes the pizza. They describe pizza to have a good smell, making them want to immediately eat some. They also do not use very complex vocabulary and short sentences.
For Speaker 3, we determined that this speaker could be in a large age range, who does not describe pizza as much of an enjoyable meal as Speaker 2. This person is most likely a vegetarian because they say that, “As long as not one speck of gross disgusting animal flesh comes anywhere near my pizza, I can eat it.” They speak more formally than informally and know what ingredients they like on their pizza. This speaker can eat pizza, just not if it has any sort of animal meat on it.
For Speaker 4, we determined that this speaker was probably a teenager, they speak to the reader like they are their friend and use a lot of slang and informal language. This speaker enjoys pizza and uses short and simple sentences to describe it. They like pizza, and think that everyone should enjoy eating pizza as well, as inferred from when they had said, “I mean, dude, who doesn’t eat pizza?”
In conclusion, we learned about how a writer can express their Diction, Syntax, Imagery, and Tone. We did our usual spirit reading, and learned how to work and come to a compromise as a group and figure out how to deduce one’s feelings toward a certain topic.
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