Ministry of higher education, science and innovation bukhara state university foreign languages faculty

4.Analyzing diction areas
Diction- choice and use of words in speech or writing. Denotation- the explicit or direct meaning of a word as found in a dictionary. The author's reason for writing (the author's intent for writing a piece) and the way it is conveyed to achieve that meaning. Tone- the writer's attitude toward their topic. Note: The author reveals his (or her) attitude through the selection of words he uses to describe the subject. It is page 1 of 4 important for students to know that the tone can be determined by analyzing not only the word choice (also called diction) but the author's use of imagery, details, and sentence structure (syntax). This lesson will focus on word choice.[6.37]. , . What are the guiding questions for this lesson? . . How does diction relate to the author's meaning? . How does an author's choice of diction affect the tone of a passage? How do the denotative and connotative meanings of words differ? How will the teacher present the concept or skill to students? . 1. As students enter the room, they will be handed a blank slip of paper as an entry ticket and be asked to write two different synonyms for the word "smart." One word should convey a positive connotation and the other a negative connotation. The teacher will evaluate the responses on the entry ticket to assess the knowledge of the terms negative and positive connotation and may assign groups based on the responses. . . 2. After reviewing students' entry tickets and providing written or verbal feedback to help them understand the difference between a positive and a negative connotation, have them briefly apply these concepts to see if they are ready to move on in the lesson. Write the following words on the board: scrawny, slim, thin. Ask them which word they feel is the best word to describe someone they consider attractive. Briefly discuss the connotation of the three words. . 3. The teacher will briefly introduce or review the keys terms (see prior knowledge list), and then introduce the first guided practice activity. 4. Discuss how certain words denote a slightly different meaning from the original word. Point out that writers choose particular words for their denotative meaning. Use examples such as: king-sized, or house vs. home. 5. Students may even choose to look up words in a dictionary to see various definitions and how they change. For example, the first definition for the word "geek" is a carnival performer who bites the head off of a live chicken.[5.24]. Part 2- Connotation. . 1. Divide students into groups of 3 or 4 and give each group one list of similar words from the attached handout entitled "Connotative Word Lists." 2. Allow about 3-5 minutes for each group to identify each word as positive, negative, or neutral. Students should keep in mind that many words can be either, depending on the context. To insure accuracy, students may need to use dictionaries for this activity. . 3. When they have finished, have each group choose 3 or 4 words from their list and illustrate their meanings with a drawing or short skit, which they will present to the class. The drawings or skits should clearly indicate a very specific meaning for the words. For example, if a student chooses to demonstrate through a short skit, the action for the word "ogle" would be dramatically different from the word "peek." 4. For the presentation, each group must say the word, explain its meaning, and offer their illustration. . 5. Have the class discuss/explain the difference between the words' connotations and their denotations. (Dictionaries may be necessary!) They may also want to discuss situations in which one word might be preferred over another. Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson? Part 3- Tone/Create. [6.45]. . 1. Pass out the excerpt from Great Expectations and read it together as a group. Ask the students to express their overall feeling about the characters of Mrs. Joe
Gargery and Joe Gargery. Then discuss the narrator's attitude toward those two characters. Ask the students to underline or point out words or phrases that convey that attitude. Some of those words might include: "fair man, smooth face, mild, good-natured, foolish, dear fellow, redness of skin, not good-looking, bony." 2. Working with the same list of words from Part 2, have students think about and write a brief description of a person, real or imaginary, using at least three of their words to convey a certain tone that they had in mind. They may add additional new words using a thesaurus, if necessary. The description should be something that can be done in a 10-15 minute time frame. The teacher should suggest that the student establish their attitude or tone first, and then write their brief description. 3. If time allows, exchange papers with a partner and have them try to determine the intended tone or attitude toward the character. 4. Submit papers for teacher review if desired. (A suggested rubric has been attached.) . ю Closure: How will the teacher assist students in organizing the knowledge gained in the lesson? . . The teacher will be able to point out that students now understand the role of connotative diction. Some questions the teacher might wish to ask are: 1. How effective are just a few well-chosen words in influencing a reader's viewpoint about a character? . 2. Could you rewrite your descriptive paragraph using opposite words and totally change your tone? How so? . 3. How important is word choice to an author? Why? 4. How can you use connotative diction to convey meaning in your own writing? Summative Assessment.[7.24]. . . The teacher will evaluate student understanding as the group activities progress and through the group presentations. The teacher will assess the group presentations of drawings or skits on the accuracy of their portrayal of each synonym. Is the word's meaning clearly and easily identifiable?
Did the students put an adequate amount of effort into their presentation? Did all group members participate? . The final written product will be collected for a summative assessment. An optional rubric is provided in the attachments. . Formative Assessment. . . As students enter the room, they will be handed a blank slip of paper as an entry ticket and be asked to write two different synonyms for the word "smart." One word should convey a positive connotation and the other a negative connotation. The teacher will evaluate the responses on the entry ticket to assess the knowledge of the terms negative and positive connotation and may assign groups based on the responses. As groups are working through the activities, the teacher will rotate to monitor and assess student understanding. . Feedback to Students. . . Students will receive feedback from their group as they are working through the activities. The teacher should also monitor each group to ensure that they are on task. The teacher will answer questions, give suggestions, and give positive, as well as corrective, feedback. The students will also receive feedback from the class and teacher when each group presents. Adjust the groups so that there is a positive role model in each one, if needed. Allow the use of dictionaries. Give frequent feedback. Provide more time to complete activities. For the written paragraph, the teacher may wish to provide one of the following accommodations: . Assign a tone word begin a descriptive paragraph as a class and let students complete it provide suggestions for people to write about such as an eccentric neighbor, a strict baby-sitter, etc.[8.61]. . . Students may need to dictate their paragraph to a student helper or relate the story orally. . Extensions:
The short paragraph in part 3 of this lesson may be assigned for homework and extended into a full-fledged narrative writing piece. Suggested Technology: Document Camera, Computer for Presenter, Internet Connection, Overhead Projector, Microsoft Office Special Materials Needed: Key words defined on white board or projected.
Connotation Word Lists for activity 2 printed on slips of paper for groups.
Blank paper.
Markers.
Copies of excerpt from Great Expectations.
Dictionaries and thesauruses.
Further Recommendations:
Using the handout entitled "Connotative Word Lists," have words for activity 2 printed on slips of paper for each group. You will need to decide whether each student will get a list of the words or whether they will share within their groups.
Additional Information/Instructions
By Author/Submitter[9.74].
This lesson introduces or reinforces an author's use of connotative and denotative diction to convey a particular meaning or tone. The lesson allows the students to use varying modalities including drawing, skits, and writing to demonstrate their understanding of the concepts choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. How do you analyze diction? . When analyzing diction, look for specific words or short phrases that seem stronger than the others (ex. Bragg’s use of slingshot instead of travel). Diction is NEVER the entire sentence! Also, look for a pattern (or similarity) in the words the writer chooses (ex What must a reader do to analyze the causal relationship in a passage? To analyze it, it is necessary to identify the cause of the action or event in order to know why and how it happened. The reader should also consider the effects of the action or event in the future to notice what other actions or events may happen, being caused by the first ones. . Who should never use jargon? . . Thus, surgeons and staff, plumbers and parts clerks, and coaches and quarterbacks operate within the same system so they can indulge in jargon. A judge communicating with a witness who is not part of the legal system should avoid jargonand stick to clear, direct, simple language.[10.56].

What is jargon free language? . . Jargon is the language of specialized terms used by a group or profession. It’s common shorthand among experts and used sensibly can be a quick and efficient way of communicating. . How do you write jargon in a sentence? . He always speaks in obscure legal jargon.

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  Can you help me translate this legal jargon into plain English?
  
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  The jargon in his talk was opaque to me.
  
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  The offer was couched in legal jargon.
  
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  “All necessary means” is diplomatic jargon for “war”.
  
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  Keep it simple and avoid the use of jargon.