Author's Style:The following style elements are THE SAME:Tone: attitude or viewpoint of the author toward the subject, conveyed in stylistic & rhetorical choices.Purpose: the goal the author or speaker wants to achieve. Question 27Select one:TrueFalse

An author uses certain words that convey a tone or attitude about a subject or a character.truefalse

In literary analysis, tone refers to the attitude or emotional expression of the author in the writing.a.TRUEb.FALSE

The author uses examples, word choices, and tones to persuade readers of her point of view by

Which two sentences best define mood in literature? the attitude of a writer toward the audience the atmosphere that the writer creates the emotions that a literary work evokes the attitude of a writer toward the subject the interpretation of themes by the reader

Directions: Identify the elements of style that have been underlined in the followingpassages. Elements may be used more than once. Once you have identified the elements ofstyle that have been used in each excerpt, explain the effect that these stylistic techniqueshave on the reader. An example has been done for you.factual tone symbolism sensory imagesfirst person point of view repetition sentence fragmentsunusual proper nouns precise word choice descriptive vocabularyEx. It was very startling (A); but he was not at all frightened, now. He was filled withenergy, and he breathed again, feeling the sharp intake of frigid air (B). Now, too, hecould feel cold air swirling around his entire body (C). He felt it blow against his handswhere they lay at his sides, and over his back.Elements of style: A. precise word choice; B. sensory image, descriptive vocabulary; C.sensory imageEffect: The author begins the description with the strong word “startling” and not justthe word “scary.” The description includes sensory images which allow the reader to feelthe frigid air that Jonas experiences, helping to create an image in the reader’s mind.1. Finally the obstruction of the piled snow was too much for the thin runners of the sled,and he came to a stop. He sat there for a moment, panting, holding the rope (A) in hiscold hands. Tentatively (B) he opened his eyes – not his snow-hill-sled eyes (C), for theyhad been open throughout the strange ride. He opened his ordinary eyes, and saw that hewas still on the bed, that he had not moved at all.Elements of style: A. B.C.Name _________________________________________ Period ___________© 2008 Secondary Solutions 60 The Giver Literature GuideEffect:2. “And hills, too,” he added. “They made conveyance of goods unwieldy. (A) Trucks;buses. Slowed them down. So—” (B) He waved his hand, as if a gesture had caused hillsto disappear. “Sameness,” he concluded.Elements of style: A. B.Effect:3. He was left, upon awakening, with the feeling that he wanted, even somehow needed, toreach the something that waited in the distance. The feeling that it was good. (A) That itwas welcoming. That it was significant. (B)Elements of style: A. B.Effect:4. “Oh, there’s lots to learn,” Fiona replied. “There’s administrative work, and the dietaryrules, and punishment for disobedience (A) – did you know that they use a disciplinewand on the Old (B), the same as for small children? And there’s occupational therapy,and recreational activities, and medications, and—”Elements of style: A. B.Effect: