FOA Experts get the
novels and all students
begin reading
Style, Tone,
and Mood
…to support the author’s purpose
What is STYLE ?
Every author has his or her own style –
that is, each author uses literary devices,
tone, and mood in a particular way that
makes his or her writing recognizable.
 When you read several books by the same
author, you become accustomed to the
author’s style of writing and sometimes
you look for authors with a similar style.

STYLE
STYLE is the way the author uses words,
phrases, and sentences.
The author’s
1) personal word choice/vocabulary,
2) types of sentences,
3) point of view from which the text is told,
4) organization of the text.
These 4 components will reveal his/her style.
STYLE
So, when analyzing an author’s style, we need
to consider:
 point-of-view,
 formal or informal writing,
 organization/structure of text,
 level of complexity in the writing, and
 overall tone.
By using these features in writing, different
meanings of the content (what the
story/text is about) are shown to the
audience.
Style: Which Point of View?
First person: (I, me, my)
I went to the store today. When I was in the cereal aisle, I bumped into an
old friend and had a nice conversation.
Second person: (you; instructions/directions)
You should work on getting your room cleaned. First, pick up the clothes on
the floor. Then, you need to run a vacuum and dust the tables.
Third person – limited: (he/she/it/they/them told thru 1 character)
He could tell from the expression on her face that what he had said upset
her. If only he knew, though, what she was really thinking.
Third-person Omniscient (‘all knowing’):
(he/she/it/they/them told by the author; all characters’
feelings/thoughts are revealed)
She refused to look at Jamie again and instead stared at the
statue.
“Come on!” exclaimed Jamie impatiently. “It’s time to go.”
Sara ignored Jamie and continued to gaze upon the statue wishing
she, too, could be so still and at peace.
Style: Formal vs. Informal
Formal:
Dear Sir,
After examining your job description, I feel I am
an excellent candidate. I have many years of
experience performing these specific duties. My
résumé is attached. Please read it over at your
convenience and contact me if you have questions.
Sincerely,
Andrew Meyer
Informal:
Hey, Sara! What's going on tonight? Call me before
you guys leave, okay?
--Beth
Formal vs. Informal
These are the two major categories of style.
Formal
Vocabulary: high-level;
business-like
Organization of text:
very structured;
perhaps with
subtopics
Audience – usually 3rdomnisicient (except
for business letters)
Sentences: structure
varies (s/cd/cx)

Informal
Vocabulary – low-level;
perhaps slang; dialogue
Organization of text – more
so narrative or note-like
Audience – usually personal
(more first or thirdlimited)
Sentences – don’t vary as
much in structure; mostly
simple or compound
sentences
STYLE: Organization of Text
Writing is organized in various ways,
depending upon the author’s purpose: to
inform, to entertain, to express a
belief/opinion, to persuade. (Remember these?)
STYLE: Organization of Text
Text usually falls within one of these types of organizational
patterns:
1.
2.
3.
4.
5.
6.
7.
8.
Cause - Effect
Problem – Solution
Chronological (sequencing the order of events)
Compare/Contrast
Inductive (specific to general)
Deductive (general to specific)
Division into categories
Ranking (i.e., “most __” to “least ___”)
Can you predict which would be writing patterns for giving
information? For entertaining? For expressing an opinion?
For persuading someone to believe as you do?
** We’ll discuss these styles more in depth next six weeks; for now, just know they exist.
Style: Level of Complexity

Does the author use mostly simple sentence structure or varies the sentence
structures (simple, compound, complex sentences)?

Is it simple vocabulary or higher-level word choices?

What types of writing devices does the author use? Does the author use
dialogue? Figurative Language (similes, metaphors, onomatopoeia,
personification, symbolism)? Flashbacks? Foreshadowing? Irony?

What about the level of detail? Is the writing very descriptive (in describing
characters, settings, actions/events)? Does it become TOO detailed? TOO
‘wordy?’ Too ‘flowery?’ So many events in the plot that the story becomes
TOO confusing or “convoluted?” Or, is the level of detail – as Baby Bear
would say, “Just right” -- to visualize the images, to understand the
concepts, to build suspense???
STYLE
 When
analyzing style, you must look
at a piece of writing FROM the
overall structure of the text TO
the small details and word choices.
Be an editor, a critic, to answer the
question: how would I describe this
author’s writing style?
Style: “A Gift in His Shoes”
Donovan and Larry were early for baseball
practice. They decided to run up and down the
bleachers to exercise before the rest of the team
arrived.
Larry was first to the top. He whispered to
Donovan, “Look over there.” He pointed to a man
sleeping on the highest, narrow bench of the
bleachers. His pants and shirt were faded, worn,
and too large for his thin frame. One big toe stuck
out of a huge hole in his sock. His scraped-up shoes
sat a few feet away.
Donovan whispered, “We should help him out.
Let’s hide something good in his shoes. Then, when
he wakes up, he will have a nice surprise.”
Style: “A Gift in His Shoes”
How would you describe the writing style of this
author?
Formal
b. Conversational
c. Businesslike
Evidence?
Point of View: third-omnisicient
Word choices: “scraped-up,” “one big toe stuck out”
Use of dialogue between characters
a.
Style: “Where Can They Stay?”
About three million people have to look for a
place to sleep at night. Some homeless people
have jobs but do not earn nearly enough money
for both food and shelter. Some become homeless
because they have an unfortunate accident or lose
their job. They do not have any back-up resources
to make it through the hard times.
The homeless face terrible problems. Many
become victims of violence. Serious health
problems may begin because they are exposed to
bad weather and unclean conditions. Homeless
children may miss the chance to go to school.
Worst of all, some cities pass laws that make it
even harder on the homeless.
Style: “Where Can They Stay”
How would you describe the writing style of this
author?
a.
b.
c.
Formal
Conversational
Businesslike
Evidence?
Point of View: 3rd – omnisicient
Organizational structure: cause-effect
Word choices: “unfortunate,” “resources”
Style
 There
may be as many styles as
there are writers. Think about your
favorite authors? Why do you like
their books? Is it because of their
style of writing? . . . And so, how
would you describe their style of
writing?
Style
Descriptive?
 Thoroughly-developed?
 Academic?
 Formal?
 Informal?
 Business-like?
 Personal?

TONE
TONE is simply the author’s attitude
toward the subject.
You can recognize the tone/attitude by the
language/word choices the author uses.
His language will reveal his
perspective/opinion (that is, whether it is
positive/negative) about the subject.
Tone must be inferred through the use of
descriptive words.
Tone Example
The girls were playing in the pond, splashing each other
and trying to catch fish with their hands. They were having
fun, but kept looking over their shoulders at the looming
forest. The long grass of the field kept moving and they sort
of felt like they were being watched… About a half hour
passed and still the girls kept checking the field for
movements. It seemed like a pair of dark eyes was on
them. They even considered going back inside, but that
would mean homework time. So they continued splashing,
but with caution now. Their eyes hardly left the field.
The tone of this passage is ominous, suggesting a little bit of
fear or foreboding. Words like "caution, dark, and
looming“ lead readers to the tone.
TONE EXAMPLE
Finally, one of the girls pointed to the grass and
giggled. "Meow!" A cat sat on the edge of the
field and licked its paw. They did indeed have
company. The girls ran over to the cat and pet
his belly. They laughed and the cat sauntered
back to the field.
The tone of this passage is happy/contentment as
there was a successful, happy resolution to the
problem.
TONE
Identifying the TONE is all about knowing
the definitions of many descriptive
vocabulary words. Without this large
vocabulary, it’s difficult to describe outside
of “good” and “bad.”
TONE
So, let’s TONE our brain muscles with
descriptive vocabulary exercises!!









Bitter
Serious
Witty
Playful
Tender
Sympathetic
Haunting
Mysterious
Suspenseful









Tasteful/distasteful
Nonchalant
Angry
Attached/Detached
Innocent
Poignant
Compassionate
Humorous
Gore-y
Tone: “A Gift in His Shoes”
Donovan and Larry were early for baseball
practice. They decided to run up and down the
bleachers to exercise before the rest of the team
arrived.
Larry was first to the top. He whispered to
Donovan, “Look over there.” He pointed to a man
sleeping on the highest, narrow bench of the
bleachers. His pants and shirt were faded, worn,
and too large for his thin frame. One big toe stuck
out of a huge hole in his sock. His scraped-up
shoes sat a few feet away.
Donovan whispered, “We should help him out.
Let’s hide something good in his shoes. Then,
when he wakes up, he will have a nice surprise.”
Tone: “A Gift in His Shoes”
How would you describe the tone [attitude]
of this author?
a. Angry
b. Detached
c. Sympathetic
Evidence?
Tone: “Where Can They Stay?”
About three million people have to look for a
place to sleep at night. Some homeless people
have jobs but do not earn nearly enough money
for both food and shelter. Some become homeless
because they have an unfortunate accident or lose
their job. They do not have any back-up resources
to make it through the hard times.
The homeless face terrible problems. Many
become victims of violence. Serious health
problems may begin because they are exposed to
bad weather and unclean conditions. Homeless
children may miss the chance to go to school.
Worst of all, some cities pass laws that make it
even harder on the homeless.
Tone: “Where Can They Stay”
How would you describe the tone [attitude]
of this author?
a. Disgruntled
b. Nonchalant
c. Serious
Evidence?
MOOD
MOOD is the overall feelings or emotions
that are created IN THE READER.
The “power of the pen” can move
mountains.
Authors “move” their readers’ moods
through their choice of words and level of
detail.
MOOD EXAMPLE
During the holidays, my mother's house glittered with
decorations and hummed with preparations. We ate
cookies and drank cider while we helped her wrap
bright packages and trim the tree. We felt warm and
excited, listening to Christmas carols and even singing
along sometimes. We would tease each other about
our terrible voices and then sing even louder.
Mood: Content, happy. How do we know? Words like
"warm, excited, glittered” are used by the author.
MOOD EXAMPLE
After New Year's the time came to put all the decorations
away and settle in for the long, cold winter. The house
seemed to sigh as we boxed up its finery. The tree
was dry and brittle, and now waited forlornly by the
side of the road to be picked up.
Mood: Dreary, depressed. How do we know? "cold, sigh,
brittle, forlornly"
MOOD
Again, identifying the mood of a piece of
writing will depend on the number of
descriptive words you know to answer the
question: How did this paragraph, this
passage, this story make the character or
make you feel?
MOOD
Brain Muscle Work-out, Volume II!
Cheerful
 Relieved
 Gloomy
 Bleak
 Uncertain
 Bittersweet
 Relaxed
 Lazy
 Hopeless
 Tense

Furious
 Disappointed
 Dreamy, foggy
 Content
 Satisfied
 Angry
 Motivated
 Inspired
 Confident
 Eerie

Mood: “A Gift in His Shoes”
Donovan and Larry were early for baseball
practice. They decided to run up and down the
bleachers to exercise before the rest of the team
arrived.
Larry was first to the top. He whispered to
Donovan, “Look over there.” He pointed to a man
sleeping on the highest, narrow bench of the
bleachers. His pants and shirt were faded, worn,
and too large for his thin frame. One big toe stuck
out of a huge hole in his sock. His scraped-up
shoes sat a few feet away.
Donovan whispered, “We should help him out.
Let’s hide something good in his shoes. Then,
when he wakes up, he will have a nice surprise.”
Mood: “A Gift in His Shoes”
How would you describe the mood of this
passage?
a. Angry
b. Detached
c. Sympathetic
Evidence?
Mood: “Where Can They Stay?”
About three million people have to look for a
place to sleep at night. Some homeless people
have jobs but do not earn nearly enough money
for both food and shelter. Some become homeless
because they have an unfortunate accident or lose
their job. They do not have any back-up resources
to make it through the hard times.
The homeless face terrible problems. Many
become victims of violence. Serious health
problems may begin because they are exposed to
bad weather and unclean conditions. Homeless
children may miss the chance to go to school.
Worst of all, some cities pass laws that make it
even harder on the homeless.
Mood: “Where Can They Stay?”
How would you describe the mood of this
passage? CAN you describe the mood of
this passage?
In non-fiction, expository (report-like) pieces
of writing, there is usually not enough
‘hints’ to produce a mood for the reader.
It’s just factual information. (Of course, this
doesn’t mean it inhibits you to think about it! Again, “the power
of pen has moved mountains.”)
It’s Now Time to Play the Number One
Television Game in America:
“Critic’s Corner!”

1.
2.
3.
4.
Directions:
With a partner, choose two children’s books
from the table.
Also, pick up from the table two copies of the
Style, Tone, and Mood chart.
Take turns reading the books aloud with your
partner. Complete the charts to identify s/t/m.
Each person then be prepared to present your
your critique of the books on our show,
“Critic’s Corner!”
Figurative Language
1B
Part 1
Review of terms
Figurative Language

Writing that shows feelings or thoughts,
but it is not meant to be interpreted
literally.

Relies on the reader’s imagination.

Often used in poetry but can also be used
in prose.
Simile, Metaphor

Simile – compares two unlike things by
using the words like or as.
– Example

Metaphor – compares two unlike things
without using like or as. (It is more
direct.)
– Example
Analogy

Is the use of a simile or metaphor that is
extended to show more ways that two
unlike things are similar.
– Living in a dormitory is like a candy bar. The
freedom is sweet, but you can run into some
nuts.
– The Internet is a superhighway because of its
speed and connections to so many
computers.
Personification, Hyperbole

Personification – gives human
characteristics to a non-human thing.
– Example

Hyperbole – uses extravagant
exaggeration for emphasis.
– Example
Oxymoron, Idiom

Oxymoron – combines opposite and
contradictory words.
– Example

Idiom – is an expression that means
something different from the literal
meaning of the words.
– Example
Hyperbole vs. Idiom vs. Cliché

A hyperbole deals with inflating or
stretching the truth.
– I have told you the answer a million times.
– She could have cried a river.

Idioms have nothing to do with what
they mean.
– She sang at the top of her lungs.
– He dragged his feet to get finished.

A cliché is overused, but it basically
means what it says.
– An apple a day keeps the doctor away.
Hyperbole Vs. Metaphor
Oxymoron Vs. Simile
His mother had warned him a million
times that he would be severely punished
if she caught him in a lie.
 After studying all night, Charles walked
around like the living dead.

– Remember OXYMORONS are two
CONTRADICTORY terms.
Symbol

A symbol is an object that represents
something else.

Popular symbols
– fire in Fahrenheit 451
– night or sleep may symbolize death
Irony

The use of words to express the opposite
of what one really means or the difference
between the actual result of events and
the expected result.
– Situational – exists when the outcome (tragic
or funny) is the opposite of expectations.
– Verbal – is a person saying the opposite of
what is meant. (This is often sarcastic.)
– Dramatic – occurs when the reader or
audience knows something important that a
character does not know.
Irony examples
• Your teacher says to you, “Well you really
worked hard!” when all you turned in is
half the assignment.
• John is summoned into his boss’s office.
Since John has worked especially hard this
month and has broken sales record, he is
expecting a raise. When he goes into the
boss’s office, he finds that he is being
fired.
Paradox
Contains ideas that seem to contradict
or go against logic.
 Is different from irony because it
contains the truth but sounds totally
impossible!!!

– “Water, water, everywhere and not a drop to
drink.”
– Putting your cell phone on the charger all
night will run down the battery.
– Exercising will increase your energy level.
Allusions
Are an indirect reference to cultural
works, people, or events.
 Can come from history, literature, sacred
texts, art, or current events.
 Cause the reader to compare one thing
with the thing being alluded to.

– He was a Scrooge around Christmas.
– She threw us to the lion’s den.
– When you spoke about uniforms, you opened
Pandora’s box.
Imagery

A collection of word pictures that appeal
to the reader’s senses and is sometimes
referred to as sensory imagery.
– Can include literary devices (simile,
metaphor, etc.)
– Can create a picture in the reader’s mind
 The young girl shivered on the icy stone bench as
she watched each breath appear in the frosty air.
The mournful sounds of the large ship horns were
her only company as she waited near the harbor.
Figurative Language and
Stylistic Devices

FIGURATIVE LANGUAGE
– Symbolism
– Irony
– Paradox
– Allusion
– Imagery
– Oxymoron
– Simile
– Metaphor
– Personification
– Hyperbole
– Analogy
– Cliché
These deal with the
meaning of the
words, the ideas

STYLISTIC DEVICES
– Alliteration
– Assonance
– Onomatopoeia
– Rhyme
– Repetition
– Rhythm
These deal with the
sound of the
writing, with the
concrete sense of
sound that you
hear when the
Rhyme Vs. Assonance
Vs. Alliteration

Alliteration is the repetition of similar
sounds at the beginning of the words.
– He was determined to doubt and dared me to
debate it.

Assonance is the repetition of similar
vowel sounds. (used for effect or sound)
– I saw a life of blind kindness.

Rhyme is the same / similar sound at the
end of the words.
– Little Miss Muffet sat on a tuffet eating her
curds and whey. Along came that spider and
sat down beside her…
Onomatopoeia, Repetition

Onomatopoeia – the use of a word that
imitates a sound, such as buzz and
hiss.
– The bang outside my window and the
whirring of the chainsaw could mean only one
thing; the men were still working to remove
the fallen tree.

Repetition – the intentional use of the
same words or words over and over again.
– Often used for emphasis
 “We will not tire, we will not falter, and we will not
Terms
To
 To
 To
 To
 To
 To
 To
 To
 To

convey
exaggerate
emphasize
elaborate
clarify
rely
entreat
inspire
express
•
•
•
•
•
•
•
•
•
To
To
To
To
To
To
To
To
To
establish
contrast
portray
compare
reinforce
underscore
employ
heighten
invoke
PART 2
Going Further
with
Figurative Language
Going Further with
Figurative Language
You must know the specific type of
figure of speech or stylistic device.
 You must decide what the figure of speech
really means.
 You must tell what the purpose of using
it is (or what it affects).
 You must do this with multiple texts.

Why use figurative language
and stylistic devices?

Writers use diction and figurative
language to affect these literary
elements:
– Setting
– Mood
– Tone
– Atmosphere
– Characterization
Setting

Is the time and place of a story, which
include the surroundings or the
environment.
– Time may be specified or general
– Place may be specified or general.
 Often described using imagery.
– As I entered the elaborate ballroom, my ears
met the lilting lyrics of softly sung music. The
dancers gracefully waltzed, and I was wooed
to watch.
Mood, Tone, Atmosphere

Mood – the feeling created in the reader.

Tone – the writer’s attitude toward the
subject or toward the characters.

Atmosphere – the overall feeling that an
author creates by using mood, tone, and
setting.
Words to describe
mood and tone
MOOD
TONE
happy, contented,
uplifting, sad,
despairing,
depressing,
shocking
suspenseful, scary,
horrific, dreadful
Serious, playful,
humorous, sarcastic,
sympathetic, mocking,
formal, casual, matterof-fact, bitter, critical,
optimistic, carefree,
hopeless
Characterization

Direct characterization – when the author comes
right out and tells you what the characters are
like.
– Jordan at five is a sweet but mischievous girl who
loves to dress up and play pretend games.

Indirect characterization – when you have to
learn about the character through his actions.
This is most effective because the author is
showing, not telling.
– The husband was angry with his wife. “That bag of
lettuce is half empty. Why didn’t you try to get one
that had more in it?
Here is what you must decide

What is the figure of speech or stylistic
device used?

What is the picture the author wants us to
get in our minds when he used it?

What literary element is affected by the
author’s choice of words?
Possible questions





How does the use of figurative language by these
two authors contribute to the mood?
How does figurative language help reveal the
meaning of the above statements?
Justify the accuracy or inaccuracy of the
analysis by selecting the statement below that
accurately evaluates the analysis.
Which statement below accurately evaluates the
use of hyperbole and metaphor in the revised
excerpt?
Justify the decision to include the personification
in the revised excerpt by selecting the statement
below that correctly evaluates the effect of the
personification on the poem.