1. NOTE: To change the image on this slide, select the picture and delete it. Then click the Pictures icon in the placeholder to insert your own image. ARE YOU SURE YOU WANT TO SAY THAT? A word about DICTION.

2. So what is DICTION anyway?  “ Diction” comes from Latin dictio, which means “style of speech.”  In ancient Greece, when people were more concerned with speaking than writing, dictio meant “choice of words.”

3. Why is DICTION important?  A study of DICTION depends on situation and genre.  When writing, consider the following:  What is my purpose?  Who is my audience?  What kind of text am I writing?  Then ask:  Is it appropriate to use this word?

4. “Diction” refers to:  The use of certain words to achieve: 1.A particular emotion 2.A particular tone 3.A particular meaning  A writer’s diction determines, to a great extent, a writer’s style.

5. Choosing the Appropriate Word(s)  What if I told that you that each word you choose will cost $.25?  Of course, you want to sound intelligent, but excess words:  waste time and space  may distort the message  may confuse your audience  COST YOU QUARTERS ($.25)!

6. Do not spend all of your money wasting words!!  Consider the following example:  It was a five-minute period after the fire drill when the principal who we knew was going to open the door arrived. 22 words = $5.50  How would you change the sentence to cost you less?

7. The New Sentence  The principal arrived five minutes after the fire drill. 9 words = $2.25

8. So how can we spend less money on words?  Change passive voice sentences to active voice. 1.In passive voice, the subject is not actively doing anything.  Example: The room was cleaned by John. ( 6 words = $1.50) 1.In active voice sentences, the subject is actively doing the action.  Example: John cleaned the room. (4 words = $1.00)

9. Change the following passive sentences to active voice: 1.A dinosaur bone was found by Laura. 2.The archaeologist will be called tomorrow. 3.Human diversity has been explored by anthropologists.

10. So how do we analyze diction?  When analyzing diction, use LEAD.  L = Literal or Figurative  E = Elevated (Formal) or Low (Informal )Language  A = Abstract or Concrete Diction  D = Denotation or Connotation  S = Sound of words: Euphonious or Cacophonous

11. Low or Informal Diction  Low or informal diction includes  Slang  Dialect  Jargon  Usually used when a writer is speaking directly to the reader (using first person pronouns, such as I, me, etc…

12. Elevated or Formal Diction  Elevated or formal diction includes more elaborate polysyllabic words (which may be more difficult to understand).  Consider the differences between the following: get vs. receive ask for vs. request check vs. verify  Which group includes more elevated/formal diction?

13. Abstract or Concrete Diction  Abstract terms tend to refer to universal truths, emotions, or concepts. Examples include: love, success, freedom, democracy  Abstract words may make it difficult for the audience to fully understand the speaker/writer’s meaning.  Consider the example:  "Ralph and Jane have experienced difficulties in their lives, and both have developed bad attitudes because of these difficulties. They have now set goals to surmount these problems, although the unfortunate consequences of their experiences are still apparent in many everyday situations."  Concrete terms refer to objects or events available to the senses. Examples include: spoon, table, computer, radio  Concrete words stimulate a sensory response from the reader.  Consider the example:  “The apple is juicy and sweet.”

14. Denotation and Connotation Writers often use words based on their denotation (dictionary definition) or their connotation (the meaning associated with a word). Denotation of snake = scaly, legless, reptile Connotation of snake = treacherous, evil, betrayer

15. What else should we consider when analyzing diction? When analyzing diction, also consider sound. Are the words harsh sounding (cacophonous) or pleasant sounding (euphonious)? Examples:  Mary looked so eager to receive her award. Her brilliance was well received. Brilliance = euphonious  The crackle of the frying chicken made my hungry stomach growl. Crackle = cacophonous

16. In considering all the aspects of DICTION, ask yourself the following questions:  Which effect does the author try to achieve through the use of specific types of diction?  What does the author’s use of diction suggest about his/her attitude toward the subject, event, or character?  What are the connotations of a given word used in a particular context? (To begin, you might ask if the word(s) have a positive or negative connotation, then consider them in the specific context.)  What words would best describe the diction in a specific passage or the text in general?