Creating Attitudes Through Diction and Tone

1. Creating Attitudes Through
Diction and Tone

2. Objectives: At the end of the
lesson, the students are able
to:
identify and describe
a character as
reflected in the
weaving together of
meaning,accent,and
sound;
01
determine how
diction and tone
reveal the speaker's
attitude on a certain
subject and
situation;
02
03
04
05
differentiate the tone
of varied varied
situations;
infer the feelings and
views of two females
about some difficult
life situations;
create a poem using
appropriate diction and
tone to bring our the
central purpose / theme.

3. Education
MOTIVATING
ACTIVITY
Write two attitudes as revealed in the
description given to a word. Work in pairs.

4. Education

5. 1. Why do you attach such attitudes to each given word?
What does each given word reveal?
2. If we change the character,ie.from girl to mother, what
would be the new set of attitudes that each given word
could present?
3. How do choice of words reveal different connotations?
Processing
Activity

6. Education
DICTIO
N
• It is partly by the diction that the speaker of
the poem is known. The choice of words and
grammatical construction will reflect for
instance,whether the poet is far removed from
the common life or is on the other hand,very
sophisticated.It is also a means by which the
tone of a certain subject or situation is created
by the speaker.
Diction can be
defined as style
of speaking or
writing
determined by
the choice of
words by a
speaker or a
writer.

7. Common Types of Diction
Formal – It is best to use formal words in
certain situations such as academic writing,
journalistic writing, presentations, etc. For
example, in an email to your boss you would
use formal diction by saying something like: “Hi
Sir, I am writing to request more information
about the recent project you assigned to
me…”

8. Informal– This type of diction uses informal
words and word phrases to express thoughts
in a more casual manner, like talking with
friends. For example, you might say
something like, “Hey! How are ya?” instead
of the form formal, “Hello, how are you
doing today?”

9. Slang – This type of diction involves the use of
words or phrases that are completely casual
and newly formed/socially relevant. Slang
phrases can even be considered impolite to
many audiences, especially if slang is used in a
formal setting. You wouldn’t attend a research
conference and begin your presentation by
saying “Sup, dawgs?” because this would likely
alienate most of your audience.

10. Education
Your text has been concise and beautiful,
But the information is inextricably
inextricable
• Speakers reveal their attitudes toward
themeselves, their subjects and their
audience ( consciously or unconsciously)
and they choose their words,pitch,and
modulation accordingly. All these shape the
tone.

11. Education
TONE
Tone is the
author's attitudes
toward the
audience,the
subject,or the
character.
The choice of words of the post
govern the response of the reader to
the characters and situations in the
poem. The denotations and
connotations. seriousness or humor,
irony, metaphor and simile,
understatement or overstatement,
and other rhetorical tools that the
poet employs also shape the
responses of the reader

12. Education
In order to demonstrate the good
effect of the release
In written literature, the reader detects the
tone not by the ear, but by noticing the
selection and sequence of words - the way
in which they are meant to be heard- ie, is
playfully, angrily confidentially,
sarcastically etc.

13. Here are some of the most common
tone words you’ll see across
literature:
CHEERFUL
I can’t wait to get to the party!
PESSIMISTIC
This party is going to be a disaster.
HOPEFUL
This party could change everything for
me.

14. OPTIMISTIC
We’re going to have a great time, and
absolutely nothing will go wrong.
MELANCHOLY
I remember the parties of my younger days.
Things were simpler then…
ARROGANT
I hope they realize how lucky they are to have
me on their guest list.

15. FEARFUL
But what if I make a fool of myself and
nobody likes me?
HUMOROUS
It’s not a party, it’s a poolside
bacchanal.
Impersonal
It’s just something to do, I guess.
REVENTIAL
Being included tonight is an incredible
honor.

16. DESPERATE
I need to make this party count.
PERSUASIVE
Don’t worry, a fun night out is exactly what
you need.
INSPIRATIONAL
Sometimes, all it takes is one magical night to
turn your life around.

17. Education
Exercise 1: Encircle the letter which indicates your
answer.
1. Diction refers to:
a. choice of words and grammatal
construction.
b. phonology and spelling of words
c. rhyme and rhythm.
d. pronunciation and phrasing of words.
2 Diction reflects the speaker's
a. vast knowledge about life
b. taste and refinement
c educational background
d. experience

18. 3. Diction is a means by which the speaker:
a. brings out what s/he wants to highlight
in a character or a situation.
b. expresses himself/herself better
through careful choice of words.
c. reveals his/her concem towards a
character or situation.
d. makes known his/her views and ideas.
4. Tone revels how the speaker:
a. perceives things and people
b. convinces the readers to believe
him/her.
c. figures out the larger issues in the
poem

19. Education
5. The words, pitch, modulation create the:
a. rhythm
b. tone
c. diction
d. theme
6. The poet's choice of words shapes the:
a. response of the reader to the characters and
situations in the poem.
b. seriousness or humor of the poem.
c. mood of the poem.
d. responses of the writer.

20. Education
Demonstrate
8. Tone means the methods and techniques by
which the poet:
a. shapes the responses of the reader.
b. creates and reveals attitude.
c. reveals character and situation.
d. chooses appropriate words for his/her
character.
7. In written literature, the reader detects the tone by:
a. listening to the sound and symbols attentively
b. paying attention to the choice and meaning of words.
c. reading closely to get how the words are set to music.
d. analyzing the methods and techniques used to bring out
the mood.

21. Education
Your text has been concise and
beautiful, But the information is
inextricably inextricable
Your text has been concise and
beautiful, But the information is
inextricably inextricable
Your text has been concise and
beautiful, But the information is
inextricably inextricable
9. Writers may speak of the same subject, but
a. vary the characters.
b. vary the details such as situation, language,
action, and background.
c. vary the diction and tone
d. treat the subject differently.
10. One way to present larger issues in the
poem is by the way
a. attitudes are shaped and presented.
b. words are chosen.
c. the end words are rhymed.
d. the musicality is arranged to set a certain
mood.

22. Discussion Questions
1. Why are diction and tone interrelated?
2. How can tone reveal the speaker's
attitude about the issues in the poem ?
3. How can tone help bring out the central
purpose of the poet?

23. Education
Exercise 2
Identify the tone/mood in which each statement is uttered.
1. Perhaps she was just bored.
Bored with the man
Of the missing rib
Who was beginning to repeat
Himself, having run out names
For the rest of the world.
a. Frustration
b. Discontent
c. Loneliness
From The Forbidden Tree by
Fatima Lim
2. Nowadays even children go off, elope.
Wed in civil rite as they please
Slipping under the house,
Jumping from the backporch
Even if you threaten them at gun point.
a. Frustration
b. Giving up
c. Exasperation
From Casa Miento
by Guinkhasal Hin translated by Victor N.
Sugho

24. Education
3. Silence is impossible: the oppressed nation
shall protest indignantly
and bury the dagger of vengeance
in the enemy's breast.
a. Anger
b. Hatred
c. Fear
From To The Yankee by Cecilio Apostol
4. O Fraileng lubhang malupit
na walang nang maisip
kundi manlupig, manggahis!
sa dugo ng inocentes.
a. Sadness
b. Anger
c. Hatred
From Philippine Literature: History and Anthology by
Marcelo H. del Pilar
5. she squats on high noon,
a burnt mascot in her open lair
i swear there is smoke
rising from her naked nape.
a. Uneasiness
b. Enduring
c. Comforting
From The Vendor by Merlinda C.
Bobis

25. Education
6 . Sigi lang nay
kon wara ikaw ti
kwarta
nga ipabaon kanakon
pabalik sa eskwelahan.
Okey lang ra nay,
Ibaligya ko lang
ang akong ginadi-adi
nga panti kog bra.
(Translation)
It's fine with me, Nay
if you don't have
money to give
for my needs in school
It's okay, Nay
I'll sell the panties and
bra that I most cherish.
a. Consoling
b. Hoping
c. Conscienticizing
From Panti Kag Bra by John
Iramil Teodoro

26. Education
7. All that I love
I fold over once
And once again
And keep in a box
Or a slit in a hallow post
Or in my shoe.
a. Belittling
b. Suffocating
c. Treasuring
From Bonsai by Teresa Subido

27. Education
OUTPUT 1
Exercise 3: Read "Bringing The Dolls" by Merlie M. Alunan and
find out how diction and tone reflect the speaker's attitudes
and how it helps bring out the central purpose of the poet.
BRINGING THE DOLLS For Anya by Merlie Alunan
Merlie M. Alunan (1943) Region 6 - Dumaguete
(Visayas) Alunan holds a masteral degree in
English. She graduated at the Silliman University in
Dumaguete City. She has been a writing fellow at
the writers workshop of both Silliman University
and U.P. Heartstone, Sacred Tree (1993) is
comprised Literary of four sets of award-winning
entries to the Carlos Palanca Memorial Awards in
1985, 1988 and 1992. Alunan teaches literature at UP
Tacloban.

28. Education
Inextricable and needs to be expressed in more words; But please refine the essence of your thought as much as possible, Otherwise it
is easy to cause the reading pressure of the viewer, Which is counterproductive.
Just as we all want to change the world and bring light to others, But more often we just need to sow a seed,
Two dolls in rags and tatters,
one missing an arm and a leg,
the other blind in one eye—I
grabbed them from her arms,
“No,” I said, “they cannot come.”
Each tight baggage
I had packed
only for the barest need:
no room for sentiment or memory
to clutter with loose ends
my stern resolve. I reasoned,
even a child must learn
she cannot take what must be left
behind.
And so the boat turned seaward,
the stealthy tears I could not wipe.
Then I saw—rags, tatters and all—
there among the neat trim packs,
the dolls I ruled to leave behind.
Her silence should have warned
me
she knew her burdens
as I knew mine:
her clean white years unlived—
and paid my price.
She battened on a truth
she knew I too must own:
when what’s at stake
is loyalty or love,
hers are the true rights.
Her own faiths she must keep, not

29. Education
DISCUSSION QUESTIONS
1. Who is the speaker in the poem?
2. What is the occasion?
3. About how old do you think the speaker is? What is her tone? Is
she a single mother, widowed, separated?
4. Why is the speaker adamant in not allowing the child to bring the
dolls?
5. How does her diction characterize her?

30. 6. What is the effect of
the lines in stanza 1 which
say: "No," I said, "they
can't come"?
7. To whom is the speaker
talking?
8. How is the attitude of
the child described and
revealed?
9. What are the larger issues in the
poem as brought about by the
following phrases?
a. dolls in rags and tatters
b. tight luggage... only for the
barest need: no room for
sentiments or memory
C. even a child must learn she
cannot take what must be left
behind
d. loyalty or love is at stake Her
rights, her faiths She has to keep
10. What is the realization of the
speaker in the end?

31. OUTPUT 2
A. Find a pair and create dialogue lines between
mother and daughter or mother and son.
Present the issues brought about in the poem
"Bringing The Dolls". For mother and son, the
dolls can be changed to some other old toys.
B. Create a poem based on created dialogue
lines. You can vary the tone, from serious to
humorous, from pleasant to unpleasant, or vice-
versa.
C. Present your output to the class. You are
given three (3) minutes.

32. INTEGRATION
A. Group yourselves into ten (10) and interpret the
following poem in the form of a speech or a
theatre act. Be ready to present this to the class.
FROM THE FORBIDDEN TREE by Fatima Lim
Fatima V. Lim (1961) OCW
Lim completed her doctoral degree in Creating
Writing from the University of Denver. Her
collections of poetry, "Wandering Roots" and
"From The Hothouse," both published in 1991
received recognition at the Colorado Book
Author's Awards.

33. How lovely it must have been
The tree set distinctly apart
From the others.
The peaches, dates, and
nectarines
Must have paled
In their bland perfection.
Next even the singing, shimmering
Birds darting from branch
To luminous branch could distract
her
As much as the sinister rustling
Of the ferruginous leaves
And the upright snake
Speaking sweetly
With its forked toungue,

34. Of the missing rib
Who was beginning to
repeat
Himself, having run out
names
For the rest of the world.
Perhaps she felt
A shared companionship
With the snake
Who was only sought
A true and absolute wisdom.
It is not too clear now.
All she can recall.
Is the first bite;
How her mouth filled
Roughly, she is awakened
By the snake's crazed dancing
On its hideous feet
And by her mate's calling forth
Of her name, over and over
From a distance.
The marred fruit
Rolls away from her fingers.
She tries to shield
With her less
Than adequate hands
The tremulous expanse
Of her nakedness.

35. DISCUSSION QUESTIONS
1. Who is the speaker in the poem?
2. What is the occasion?
3. What is the attitude of the speaker towards
the issue presented in the poem?
4. What similar or dissimilar issues are presented
here vis-a-vis the issues presented in the Bible?
5. What are the larger issues presented in the
first, second, and third paragraphs?
6. What kind of situation is the speaker in?
7. How you relate this situation to the situation of
women at present?