1. I N M RS T ILSCHER ’ S C LASS Carol Ann Duffy Tone

3. T ONE - DEFINITION The tone is the way the author expresses his or her attitude through his or her writing Tone in writing is conveyed by both the choices of words and the narrator of the story

4. Tone in writing is not really any different from tone of voice when you are speaking I.e.: not what you say, but how you say it Every adjective and adverb used, the sentence structure, and the imagery used will show the tone

5. S ENSES What are the five senses?

6. Sight Sound Smell Taste Touch

7. T ASK Pick one of the following places: A busy swimming pool A bus during or after a rain shower A summer barbeque A flower shop on Mothers’ Day A dentist’s waiting room Describe the location in a short paragraph using one or more of these four senses (but NOT sight): SOUND, SMELL, TOUCH, or TASTE

8. Identify where the poet uses particular senses in the poem

9. The tone can change very quickly, or may remain the same throughout the poem (or story) There are as many examples of tone in literature as there are adjectives

10. E XAMPLES Comic Anxious Excited Worried Foolish Sarcastic Depressing

11. I DENTIFYING TONE Write the numbers 1 – 5 in the margin. Read through the following examples. Discuss in pairs what kind of tone is used in each example. Write your answer next the relevant number.

12. E XAMPLE 1 - E DGAR A LLEN P OE ’ S ‘T HE T ELL -T ALE H EART ’ It was A LOW, DULL, QUICK SOUND -- MUCH SUCH A SOUND AS A WATCH MAKES WHEN ENVELOPED IN COTTON. I gasped for breath, and yet the officers heard it not. I talked more quickly, more vehemently but the noise steadily increased. I arose and argued about trifles, in a high key and with violent gesticulations; but the noise steadily increased. Why WOULD they not be gone? I paced the floor to and fro with heavy strides, as if excited to fury by the observations of the men, but the noise steadily increased. O God! What COULD I do? I foamed -- I raved -- I swore! I swung the chair upon which I had been sitting, and grated it upon the boards, but the noise arose over all and continually increased. It grew louder -- louder -- louder!

13. E XAMPLE 2 - H EMINGWAY ’ S ‘A C LEAN, W ELL -L IGHTED P LACE ’ It was very late and everyone had left the cafe except an old man who sat in the shadow the leaves of the tree made against the electric light. In the day time the street was dusty, but at night the dew settled the dust and the old man liked to sit late because he was deaf and now at night it was quiet and he felt the difference.

14. E XAMPLE 3 - ‘A T ALE OF T WO C ITIES ’ BY C HARLES D ICKENS There was a steaming mist in all the hollows, and it had roamed in its forlornness up the hill, like an evil spirit, seeking rest and finding none. A clammy and intensely cold mist, it made its slow way through the air in ripples that visibly followed and overspread one another, as the waves of an unwholesome sea might do. It was dense enough to shut out everything from the light of the coach-lamps but these its own workings, and a few yards of road; and the reek of the labouring horses steamed into it, as if they had made it all.

15. E XAMPLE 4 The way I look at it, someone needs to start doing something about disease. What’s the big deal? People are dying. But the average person doesn’t think twice about it until it affects them. Or someone they know.

16. E XAMPLE 5 There was a delay in the start of the project, attributable to circumstances beyond the control of all relevant parties. Progress came to a standstill, and no one was prepared to undertake the assessment of the problem and determination of the solution.

17. T ONE IN ‘I N M RS T ILSCHER ’ S C LASS ’ What is the tone at the start? Where does the tone change? What is the tone at the end? How does this relate to the theme of the poem?