"Death of the Moth" Tone Comparison Essay

https://ebooks.adelaide.edu.au/w/woolf/virginia/w91d/chapter1.html

http://english-b.hyde.wikispaces.net/file/view/The+Death+of+the+Moth+-+Annie+Dillard.pdf



Compare and contrast the elements of tone between the two pieces.
This essay is due 2/10 by 3PM.

Elements of Tone
Details
Diciton
Figurative Language
Syntax
Imagery

TONE WORDS BY CATEGORY

REVERENCE

reverent

awe

venerated

solemn

mystical

majestic

apocalyptic

religious

pious

IRREVERENCE

irreverent

impious

iconoclastic

JOY

joyful

elated

zealous

fervent

ardent

jubilant

buoyant

euphoric

ecstatic

HAPPINESS

glad

pleased

merry

gleeful

light

delightful

cheerful

cheery

sanguine

mirthful

enjoyable

with relish

giddy

agreeable

amiable

warm

whimsical

friendly

blissful

effusive

SADNESS

somber

melancholy

sorrowful

lament

despair

despondent

regretful

dismal

funereal

saturnine

dark

gloomy

dejected

grave

grieving

morose

sullen

woeful

bleak

remorseful

forlorn

agonized

anguished

depressed

miserable

barren

empty

bereft

pitiful

pathetic

lugubrious

distressed

discouraged

disheartened

hurt

wounded

elegiac

LOVE

loving

affectionate

cherished

fond

admiring

tender

sentimental

romantic

platonic

adoring

narcissistic

passionate

impassioned

lustful

rapturous

infatuated

enamored

compassionate

benevolent

dreamy

sweet

flirtatious

coy

seductive

sexy

inviting

yearning

longing

HOPE

expectant

anticipatory

encouraged

CALMNESS

serene

tranquil

placid

peaceful

content

complacent

accepting

easy

satisfied

soothing

HATE

hateful

vengeance

abhorrence

evil

animosity

enmity

malicious

aversion

loathsome

despising

scornful

contemptuous

disdainful

jealous

envious

repugnance

repulsion

revulsion

resentment

spiteful

disgusted

vicious

invective

harsh

cold

threatening

savage

ANGER

vehement

rage

outrage

antipathy

irritated

indignant

vexed

incensed

petulant

irascible

riled

bitter

acrimonious

irate

furious

wrathful

rancorous

consternation

hostile

miffed

choleric

aggravated

futile

umbrage

galling

bristling

exasperated

explosive

caustic

revengeful

belligerent

perturbed

piqued

sharp

contentious

CONFUSION

shocked

befuddled

baffled

bewildered

disturbed

addled

upset

FEAR

frightened

afraid

timid

apprehensive

anxious

terror

horror

dismay

agitation

sinister

alarm

startled

uneasy

qualms

angst

alarmed

disturbed

STRENGTH

authoritative

confident

superior

dominant

arrogant

proud

audacious

WEAKNESS

weak

impotent

passive

lethargic

ashamed

guilty

IRONY

ironic

biting

smirking

sneering

derisive

icy

witty

sarcastic

mocking

sardonic

flippant

cynical

mock-heroic

mock-serious

taunting

YOUTH

young

innocent

callow

naive

childish

immature

fresh

MYSTERY

mysterious

furtive

surreptitious

sneaky

covert

subtle

allusive

MISC.

agreeable

apologetic

bittersweet

bored

chaotic

chauvinistic

classical

complimentary

concerned

condescending

convincing

critical

curious

cynical

determined

didactic

diffident

dramatic

explosive

frivolous

funny

gentle

heroic

hollow

horrific

humble

humorous

hypnotic

hypocritical

impatient

inflammatory

informal

insolent

jealous

laconic

lethargic

lofty

morbid

obnoxious

obsessive

passive

patronizing

pedantic

petty

poignant

preachy

presumptuous

prudish

regretful

remote

respectful

restrained

rude

sensational

sexist

solemn

stem

stuffy

sultry

vulgar

WORDS THAT DESCRIBE LANGUAGE

abstract

abstruse

artificial

bombastic

colloquial

concrete

connotative

cultured

detached

emotional

esoteric

euphemistic

exact

figurative

folksy

formal

grotesque

homespun

idiomatic

informal

insipid

jargon

learned

literal

moralistic

nostalgic

objective

pedantic

picturesque

plain

poetic

precise

pretentious

provincial

scholarly

sensuous

simple

slang

subjective

symbolic

trite

vulgar

End of Quarter DUE by 3PM Friday

Due:

(3) Timed Writing Revisions

Leadership Final Draft

Journals

Class Notes:

1. Reading Journal Self-Reliance

2. Self Assessment the Timed Writings:

                    Examples of Growth, Areas for Improvement, Is your voice consistent and/or authentic?

3. Emerson Maxims

4. John Barry Packet

5. Sentence types Exercises 1,2,3, and 5

PODCAST LINK

https://www.thisamericanlife.org/radio-archives/episode/178/superpowers

1. Pick a superpower-- the ability to Fly or the ability to become invisible --before you listen. 

2. Listen to Act one

3. Discuss or think about examples of rhetorical devices. How can podcasts, just like documentaries, also be places where rhetoric is used.

Timed Writing Generic Rubric
9 Essays earning a score of 9 meet the criteria for a score of 8 and, in addition, are especially sophisticated in their [analysis or argument], thorough in their development or impressive in their control of language.

8 Effective Essays earning a score of 8 effectively [present the requirements of the prompt]. They develop their [analysis or argument] with evidence and explanations that are appropriate and convincing, [adhering to the requirements of the prompt]. The prose demonstrates a consistent ability to control a wide range of the elements of effective writing but is not necessarily flawless.

7 Essays earning a score of 7 meet the criteria for a score of 6 but provide more complete explanation, more thorough development or a more mature prose style.

6 Adequate Essays earning a score of 6 adequately [present the requirements of the prompt]. They develop their [analysis or argument] with evidence and explanations that are appropriate and sufficient, [adhering to the requirements of the prompt]. The writing may contain lapses in diction or syntax, but generally the prose is clear.

5 Essays earning a score of 5 [present the requirements of the prompt]. The evidence or explanations used may be uneven, inconsistent or limited. The writing may contain lapses in diction or syntax, but it usually conveys the student’s ideas.

4 Inadequate Essays earning a score of 4 inadequately [present the requirements of the prompt]. These essays may misunderstand the passage, or fail to completely [present the requirements of the prompt]. The evidence or explanations used may be inappropriate, insufficient or less convincing. The prose generally conveys the student’s ideas but may be less consistent in controlling the elements of effective writing.

3 Essays earning a score of 3 meet the criteria for a score of 4 but demonstrate less success in [presenting the requirements of the prompt]. They are less perceptive in their understanding of the passage or [the requirements of the prompt], or the explanation or examples may be particularly limited or simplistic. The essays may show less maturity in control of writing.

2 Little Success Essays earning a score of 2 demonstrate little success in [presenting the requirements of the prompt]. These essays may misunderstand the prompt, misread the passage, fail to [present the requirements of the prompt], or substitute a simpler task by responding to the prompt tangentially with unrelated, inaccurate or inappropriate explanation. The prose often demonstrates consistent weaknesses in writing, such as grammatical problems, a lack of development or organization, or a lack of control.