This document discusses style, tone, and mood in writing. It defines each concept and provides examples. Style refers to an author's unique writing patterns including word choice, sentence structure, point of view, and text organization. Tone is the author's attitude conveyed through descriptive language. Mood is the overall feelings created in the reader through the author's word choices and detail. The document encourages building a vocabulary of descriptive words to aid in identifying an author's tone and a text's mood.

1. Style, Tone,Style, Tone,
and Moodand Mood
To help develop your writer’s voice!

2. What isWhat is STYLESTYLE ??
 Every author has his or her ownEvery author has his or her own stylestyle ––
that is, each author uses literary devices,that is, each author uses literary devices,
tone, and mood in a particular way thattone, and mood in a particular way that
makes his or her writing recognizable.makes his or her writing recognizable.
 When you read several books by theWhen you read several books by the
same author, you become accustomed tosame author, you become accustomed to
the authorthe author’’s style of writing and sometimess style of writing and sometimes
you look for authors with a similar style.you look for authors with a similar style.

3. STYLESTYLE
STYLE isSTYLE is the way the author uses words,the way the author uses words,
phrases, and sentencesphrases, and sentences..
The authorThe author’’ss
1)1) personal word choice/vocabulary,personal word choice/vocabulary,
2)2) types of sentences,types of sentences,
3)3) point of view from which the text is told,point of view from which the text is told,
4)4) organization of the text.organization of the text.
These 4 components will reveal his/her style.These 4 components will reveal his/her style.

4. STYLESTYLE
So, when analyzing an authorSo, when analyzing an author’’s style, we needs style, we need
to consider:to consider:
 point-of-view,point-of-view,
 formal or informal writing,formal or informal writing,
 organization/structure of text,organization/structure of text,
 level of complexity in the writing, andlevel of complexity in the writing, and
 overalloverall tonetone..
By using these features in writing, differentBy using these features in writing, different
meanings of the content (what themeanings of the content (what the
story/text is about) are shown to thestory/text is about) are shown to the
audience.audience.

5. Style: Which Point of View?Style: Which Point of View?
First person:First person: (I, me, my)(I, me, my)
I went to the store today. When I was in the cereal aisle, I bumped into anI went to the store today. When I was in the cereal aisle, I bumped into an
old friend and had a nice conversation.old friend and had a nice conversation.
Second person: (you; instructions/directions)Second person: (you; instructions/directions)
You should work on getting your room cleaned. First, pick up the clothes onYou should work on getting your room cleaned. First, pick up the clothes on
the floor. Then, you need to run a vacuum and dust the tables.the floor. Then, you need to run a vacuum and dust the tables.
Third person – limited: (he/she/it/they/them told thru 1 character)Third person – limited: (he/she/it/they/them told thru 1 character)
He could tell from the expression on her face that what he had said upsetHe could tell from the expression on her face that what he had said upset
her. If only he knew, though, what she was really thinking.her. If only he knew, though, what she was really thinking.
Third-person Omniscient (Third-person Omniscient (‘‘all knowingall knowing’’):):
(he/she/it/they/them told by the author; all characters(he/she/it/they/them told by the author; all characters’’
feelings/thoughts are revealed)feelings/thoughts are revealed)
She refused to look at Jamie again and instead stared at theShe refused to look at Jamie again and instead stared at the
statue.statue.
““Come on!Come on!”” exclaimed Jamie impatiently.exclaimed Jamie impatiently. ““ItIt’’s time to go.s time to go.””
Sara ignored Jamie and continued to gaze upon the statue wishingSara ignored Jamie and continued to gaze upon the statue wishing
she, too, could be so still and at peace.she, too, could be so still and at peace.
..

6. Style: Formal vs. InformalStyle: Formal vs. Informal
Formal:Formal:
Dear Sir,Dear Sir,
After examining your job description, I feel I amAfter examining your job description, I feel I am
an excellent candidate. I have many years ofan excellent candidate. I have many years of
experience performing these specific duties. Myexperience performing these specific duties. My
résumé is attached. Please read it over at yourrésumé is attached. Please read it over at your
convenience and contact me if you have questions.convenience and contact me if you have questions.
Sincerely,Sincerely,
Andrew MeyerAndrew Meyer
Informal:Informal:
Hey, Sara! What's going on tonight? Call me beforeHey, Sara! What's going on tonight? Call me before
you guys leave, okay?you guys leave, okay?
--Beth--Beth

7. Formal vs. InformalFormal vs. Informal
These are the twoThese are the two major categories of stylemajor categories of style..
FormalFormal
Vocabulary: high-level;Vocabulary: high-level;
business-likebusiness-like
Organization of text:Organization of text:
very structured;very structured;
perhaps withperhaps with
subtopicssubtopics
Audience – usually 3Audience – usually 3rdrd
--
omnisicient (exceptomnisicient (except
for business letters)for business letters)
Sentences: structureSentences: structure
varies (s/cd/cx)varies (s/cd/cx)
 InformalInformal
Vocabulary – low-level;Vocabulary – low-level;
perhaps slang; dialogueperhaps slang; dialogue
Organization of text – moreOrganization of text – more
so narrative or note-likeso narrative or note-like
Audience – usually personalAudience – usually personal
(more first or third-(more first or third-
limited)limited)
Sentences – donSentences – don’’t vary ast vary as
much in structure; mostlymuch in structure; mostly
simple or compoundsimple or compound
sentencessentences

8. TONETONE
TONE is simply the authorTONE is simply the author’’s attitudes attitude
toward the subject.toward the subject.
You can recognize the tone/attitude by theYou can recognize the tone/attitude by the
language/word choices the author uses.language/word choices the author uses.
His language will reveal hisHis language will reveal his
perspective/opinion (that is, whether it isperspective/opinion (that is, whether it is
positive/negative) about the subject.positive/negative) about the subject.
ToneTone must be inferredmust be inferred through the use ofthrough the use of
descriptive words.descriptive words.

9. Tone ExampleTone Example
The girls were playing in the pond, splashing each otherThe girls were playing in the pond, splashing each other
and trying to catch fish with their hands. They were havingand trying to catch fish with their hands. They were having
fun, but kept looking over their shoulders at the loomingfun, but kept looking over their shoulders at the looming
forest. The long grass of the field kept moving and they sortforest. The long grass of the field kept moving and they sort
of felt like they were being watched… About a half hourof felt like they were being watched… About a half hour
passed and still the girls kept checking the field forpassed and still the girls kept checking the field for
movements. It seemed like a pair of dark eyes was on them.movements. It seemed like a pair of dark eyes was on them.
They even considered going back inside, but that wouldThey even considered going back inside, but that would
mean homework time. So they continued splashing, but withmean homework time. So they continued splashing, but with
caution now. Their eyes hardly left the field.caution now. Their eyes hardly left the field.
TheThe tonetone of this passage isof this passage is ominousominous, suggesting a little bit of, suggesting a little bit of
fear or forebodingfear or foreboding .. Words like "caution, dark, andWords like "caution, dark, and
loominglooming““ lead readers to the tone.lead readers to the tone.

10. TONE EXAMPLETONE EXAMPLE
Finally, one of the girls pointed to the grass andFinally, one of the girls pointed to the grass and
giggled. "Meow!" A cat sat on the edge of thegiggled. "Meow!" A cat sat on the edge of the
field and licked its paw. They did indeed havefield and licked its paw. They did indeed have
company. The girls ran over to the cat and pet hiscompany. The girls ran over to the cat and pet his
belly. They laughed and the cat sauntered backbelly. They laughed and the cat sauntered back
to the field.to the field.
TheThe tonetone of this passage is happy/contentment asof this passage is happy/contentment as
there was a successful, happy resolution to thethere was a successful, happy resolution to the
problem.problem.

11. TONETONE
Identifying the TONE is all about knowingIdentifying the TONE is all about knowing
the definitions of many descriptivethe definitions of many descriptive
vocabulary words. Without this largevocabulary words. Without this large
vocabulary, itvocabulary, it’’s difficult to describe outsides difficult to describe outside
ofof ““goodgood”” andand ““bad.bad.””

12. TONETONE
So, letSo, let’’ss TONETONE our brain muscles withour brain muscles with
descriptive vocabulary exercises!!descriptive vocabulary exercises!!
 BitterBitter
 SeriousSerious
 WittyWitty
 PlayfulPlayful
 TenderTender
 SympatheticSympathetic
 HauntingHaunting
 MysteriousMysterious
 SuspensefulSuspenseful
 Tasteful/distastefulTasteful/distasteful
 NonchalantNonchalant
 AngryAngry
 Attached/DetachedAttached/Detached
 InnocentInnocent
 PoignantPoignant
 CompassionateCompassionate
 HumorousHumorous
 Gore-yGore-y

13. MOODMOOD
MOOD is the overall feelings or emotionsMOOD is the overall feelings or emotions
that are created IN THE READER.that are created IN THE READER.
TheThe ““power of the penpower of the pen”” can movecan move
mountains.mountains.
AuthorsAuthors ““movemove”” their readerstheir readers’’ moodsmoods
through their choice of words and level ofthrough their choice of words and level of
detail.detail.

14. MOOD EXAMPLEMOOD EXAMPLE
During the holidays, my mother's house glittered withDuring the holidays, my mother's house glittered with
decorations and hummed with preparations. We atedecorations and hummed with preparations. We ate
cookies and drank cider while we helped her wrapcookies and drank cider while we helped her wrap
bright packages and trim the tree. We felt warm andbright packages and trim the tree. We felt warm and
excited, listening to Christmas carols and even singingexcited, listening to Christmas carols and even singing
along sometimes. We would tease each other aboutalong sometimes. We would tease each other about
our terrible voices and then sing even louder.our terrible voices and then sing even louder.
Mood:Mood: Content, happy. How do we know? Words likeContent, happy. How do we know? Words like
"warm, excited, glittered"warm, excited, glittered”” are used by the author.are used by the author.

15. MOOD EXAMPLEMOOD EXAMPLE
After New Year's the time came to put all the decorationsAfter New Year's the time came to put all the decorations
away and settle in for the long, cold winter. The houseaway and settle in for the long, cold winter. The house
seemed to sigh as we boxed up its finery. The treeseemed to sigh as we boxed up its finery. The tree
was dry and brittle, and now waited forlornly by thewas dry and brittle, and now waited forlornly by the
side of the road to be picked up.side of the road to be picked up.
Mood:Mood: Dreary, depressed. How do we know? "cold,Dreary, depressed. How do we know? "cold,
sigh, brittle, forlornly"sigh, brittle, forlornly"

16. MOODMOOD
Again, identifying the mood of a piece ofAgain, identifying the mood of a piece of
writing will depend on the number ofwriting will depend on the number of
descriptive words you know to answer thedescriptive words you know to answer the
question: How did this paragraph, thisquestion: How did this paragraph, this
passage, this story make the character orpassage, this story make the character or
make you feel?make you feel?

17. You’re Done!You’re Done!
Now that you’ve developing anNow that you’ve developing an
understanding of writing style, please toneunderstanding of writing style, please tone
and mood to help devleop your style orand mood to help devleop your style or
voice.voice.
Be sure to watch the ‘Diction’ video thatBe sure to watch the ‘Diction’ video that
follows this assigmemnt on Moodle.follows this assigmemnt on Moodle.