Table of Contents
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
What Are Text-Dependent Questions?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Leveled Text-Dependent Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Literacy Skill Descriptions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
How to Use This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Understanding Main Idea and Theme. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Identifying Key Details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Summarizing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Using Text Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Identifying the Setting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Understanding the Plot. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Analyzing Characters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Analyzing Text Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Identifying Point of View . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
Recognizing Figurative Language. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
Identifying Tone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
Making Inferences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
Image Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160
© Shell Education
#51475—Leveled Text-Dependent Question Stems
3
Introduction
How to Use This Book
Skill Overview—Each skill is defined on the first
page of its section. This will remind teachers what
the skill is and how to introduce it to students.
g
Understandin
eme
Th
d
an
Main Idea
Complexity—The text-dependent question stems in
this book are differentiated to four complexity levels.
The levels roughly correlate to four grade ranges
as follows:
•
grades K–1
•
grades 2–4
Skill Overview
ing. Teach
ruction of mean
l to the const
idea is the
idea is crucia
. Often the main
locate the main
key details.
long paragraphs
The ability to
raph providing
main idea with
to locate the
nder of the parag
unded on both
your students
with the remai
paragraph, surro
a
of a paragraph
center of the
paragraph as
the
in
the
rs
of
first sentence
end
appea
is when
occasionally
comes at the
nging structure
The main idea
the main idea
The most challe given.
s. Sometimes
came before.
sides by detail
the details
key details that
inferred from
summary of the
and must be
is not stated
or theme.
idea
main
the main idea
the
. Write
nts in finding
guide your stude is one in the shape of a house nces
questions to
izer
or sente
Use text-based
l graphic organ
details (phrases
this skill, a usefu
Write the key
with articles
When teaching
nce in the roof.
the house. Begin
to
or theme sente
in the body of
ve in their ability
the main idea
the main idea
students impro
that support
idea and, as
main
d.
from the text)
the
g
implie
nce statin
where it is
move to texts
that have a sente
idea or theme,
identify the main
Implementing
the Question
Understanding
Main Idea and
Theme
Stems
This section includ
es 10 leveled,
theme. You can
implement these text-dependent question stems
or nonfiction
question stems
about main idea
texts that you’re
by connecting
reading in class
them to the fiction and
.
and/
It may seem
as though using
complex task
question stems
for teachers.
would be easy,
To help you see
your classroom,
but it is actua
how to implement
there are stude
lly a
questions throu
these question
nt pages that
include
stems
ghout this sectio
complexity level.
n. Each of the texts with sample text-depend in
four pages illustr
ent
ates a differ
ent
Snapshot of Diff
erentiating a
Question
on
© Shell Educati
The chart below
n Stems
pendent Questio
—Leveled Text-De models how a single
literat
#51475ure
and informationa
leveled quest
ion stem can
l texts at four
a quick view of
be tied to both
complexity levels
how the words
. This snapshot
used in the quest
levels. However,
also gives you
ion
you can also
see how the quest stems differ based on the
complexity
ion stems are
linked to one
another.
Question Stem
Literature Exam
ple
How is ______
Informational
Text Example
How are stran
explained? Use
gers
the explained
How are vitam
text to tell how.
in The
ins explained?
Use the text to
Berenstain Bears
tell how.
Learn
About Strangers?
Use
the text to tell
how.
How is the idea
of
How is the idea
______ presented?
of
How is the idea
hatred presented
Use the text
of
bravery
in
presented in
The Watsons
to explain your
The Angel of
Go to
Marye’s Heigh
Birmingham—196
answer.
ts? Use the
3? Use text
the text to expla
to explain your
answer.
in your
Complexity
answer.
How is the idea
of
How is the idea
______ introduced
of
How is the idea
responsibility
and Theme
in the text? Use
of cyber
introduced
the Main Idea
the in On My
Understanding
bullying introd
text to suppo
Honor? Use
uced in
rt your the
the text? Use
text to suppo
response.
the text to
rt your
support your
response.
response.
How does the
How does the
author introduce
author
How does the
introduce the
the idea of _____
autho
idea of
_
for students.introduce the idea r
immo
ions
rality
quest
in the text? Supp
in
own
The
of
Portrait enviro
your
to developort
of Dorian Gray?
nmental conse
stems
ionyour
response with
Support in
rvation
Use these quest
the magazine
your response
text evidence.
article
with text
Support your you ?
evidence.
re doresponse with
whe
text
ge?
evidence.
ssa
y/pa
stor
10
grades 5–8
•
grades 9–12
HIgH
Low
•
Implementing the Question Stems—The second
page of each section contains an example question
stem differentiated to all four complexity levels and
for both literature and informational text. This is a
great way for teachers to see a model of how the
leveled text-dependent questions can be used with
their students. Throughout the section, there are also
sample student pages with passages and leveled
questions using the question stems.
Question Stems—Each of the 12 sections includes 10
question stems differentiated to four complexity levels
for a total of 480 questions in the book. Along with a
chart showing the 10 question stems, each complexity
level also includes a leveled passage with sample textdependent questions.
K–12 Question Stems Vertical Alignment—The final
two pages in each section include the leveled textdependent question stems in one chart. This way,
teachers can use just these two pages to differentiate
the text-dependent questions they are asking their
students.
© Shell Education
Main Idea and
Understanding Stems
Theme Question
n
what is the mai
find© it?
Shell Educati
idea of the
on
__
Reread the ____
?
the main idea
paragraph. How
te to
paragraph rela
s this
doe#51475
—Leveled Text-De
penden
t Question Stems
11
word/phrase/
How does the
__ paragraph.
Reread the ____
main idea?
.” relate to the
sentence “. .
how.
the text to tell
explained? Use
How is ______
the
w what it is? Use
kno
you
How do
is not stated.
The main idea
text to explain.
Understanding
do you know?
How
the e?
Main Idea
and Theme
what is the them
ge? How do
the stor y/passa
K–12
one
Qu
estthem
than
ione inStems Ver
Is there more
tical Alignme
Use this chart
nt
you know?
to determine
the best quest
ion stems
Explain.
te the themfore?your different groups of students.
ts add up to crea
How do the even
w?
What is the main
idea Based
How do you kno
ge?
of the story/passa
on thessa
y/pa
event
s
Considering the
al ofge?theinstor
the story/passa
mor
events Identi
e do
the
you find it?
what isWher
fy the main idea.
in the story/passa
what is the main ge,
ge,
idea? what is
Justif y your answ
w?idea?
Find where it
er
main
youthekno
is?state
do
with textual evide
d
How
Quote
text
in the
the text.
nce.
this
text.
or write
why did the auth
12
20
on
Reread the _____
© Shell Educati
__
How does the
paragraph. How
_______ What
doest Questio
n Stems
is the main idea
parag
raph relate
this parag
Text-Dependen
edraph
Identify the main
relate
of each parag
to the main idea?
idea
to the main idea?
raph on
of each parag
page _______?
Use specific words
raph on
How
page ______.
do these ideas
and phrases
How
come
in your
these ideas comb do
together to form
answer.
ine
a
to form the overa
central message?
ll
message? Cite
Support your
textual
evidence.
answer with speci
fic
information from
the
Reread the _____
text.
_
Tell how the
paragraph. How
does
Explain how the
information in
the word/phras
Identify the main
e/
inform
ation
parag
in
raphs ______
sentence “. .
idea. Descr
.” relate and
paragraphs _____
______ help you
to the main idea?
_ and the inform ibe how
to ______ adds
ation in
know the main
up to form parag
idea.
raphs ______
the main idea.
______ contributes and
to
How is ______
it.
How is the idea
explained? Use
of
the
How is the idea
______ presented?
text to tell how.
of
How does the
the text to expla Use ______ introduced
author
in your in the
introduce the
text? Use the
answer.
idea of
______ in the
text to suppo
story/
rt your
passage? Supp
response.
ort your
response with
text
The main idea
evidence.
is not
The main idea
stated. How do
is not
you
How can you
stated. How do
know what it
you
What
is? Use
is
deter
the main
mine the main
know what it
the text to expla
is? Use
idea? Build a
in.
idea? Use the
the text to expla
case to
text to
in your provid
support your
e evidence.
answer.
answer
using textual
evidence.
#51475—Level
#51475—Level
ed Text-Dependen
t Question Stems
© Shell Educati
on
#51475—Leveled Text-Dependent Question Stems
9
Analyzing Characters
Skill Overview
The ability to analyze characters helps students to comprehend the text as well as
make accurate predictions about characters’ goals and potential behaviors. Fictional
characters often have a flaw that is important to the plot. It causes the characters to
get into trouble or to learn life lessons.
The ability to analyze the people described in nonfiction texts is also an important
skill. Many times, thinking about the personalitities of the people in nonfiction texts
as well as the choices they make is just as vital to the comprehension of the texts as
it is with fiction passages. (Throughout the question stems in this section, the term
character is used. However, when using these question stems with narrative nonfiction,
you may need to substitute the word person for the word character.)
Use a blank outline of a male or female (or an animal, if that is the protagonist)
as a graphic organizer for character analysis. Use text-dependent questions to have
students locate details in the text that tell about the character’s personality. An
author doesn’t usually come right out and state what a character’s personality is;
the students must look at the character’s actions and/or speech to discover clues to
these traits. Have them write the clues they find from the text on the graphic organizer.
Then, determine which traits the character has based on the evidence.
Practice Student
Questions
Practice Student
_____
Name:
The
Scene from
Directions:
the Pauper
Prince and
er the
age. Then, answ
Read this pass
questions.
His eyes grew
came quick.
Tom’s breath der and delight. He had
won
close to
big. He felt
wanted to get
,
one desire. He wanted to have a good
He
Tom had
the prince.
at him. Soon
devouring look the gate-bars. The next
nst
his face agai the soldiers snatched him
of
among
ning
instant, one
spin
t
He wen
said,
rudely away.
d. The soldier beggar!”
g
the gaping crow
ners, thou youn
“Mind thy man
g prince
hed. The youn cried out,
ed. They laug
flushed. He
was
The crowd jeer
face
? How dar’st
gate. His
r lad like that
sprang to the
so?
thou use a poo
nest subject
“How dar’st
father’s, mea
my
,
King
thou use the s. Let him in!”
Open the gate
pauper?
the
Tom
t
tell abou
s from the story
1. What word
______________
_______________
_______________
_______________
______________
_______________
_______________
_______________
use a poor
dar’st thou
r
prince say “How n about this characte
the
does
you lear
2. Why
?” What do
lad like that
ment?
from his state
____
_______________
_______________
_____
_____
_______________
______________
_______________
_______________
Stems
_______________
ndent Question
Leveled Text-Depe
#51475—
© Shell Education
Name:
____________
_____ Date:
____________
____________
______
____________
Excerpt from
y
Rainbow Valle
the questions.
Then, answer
this passage.
Directions: Read
nly sat, or
Practice Student
Practice Student
of replying, sudde
Name: ______
Name: ______
Questions
Questions
beside
Mary, instead
____________
____________
herself down
pursued Jerry.
____________
____________
tly Faith had flung
come from?”
____________
____________
to cry. Instan
“Where’d you
_____ Date:
_____ Date:
hay and began
____________
____________
g shoulders.
the
on
_____ fell, down
_____
Scene from
the thin, shakin
Excerpt from
A Little Prin
Little Women
put her arm around
d the waif. “Don’t
and
hugge
her
Directions: Read
she
cess
Directions: Read
Jerry. Then
this passage.
commanded
this passage.
Then, answer
friends.”
ing her,” she
Then, answer
bother
WE’RE
the
r.
stop
questi
“You
ons.
the matte
the questions.
ay
tell us what’s
eat since Thursd
cry, dear. Just
had a thing to
To Jo’s lively
Mary. “I—I hain’t
fancy, this fine
“It will be a great
o—hungry,” wailedfrom the brook out there.”
house
seemed a kind
so—s
“I’m
of enchanted
a little water
beautiful child, privilege to have charge
palace,
full of splend
morning, ‘cept
of such a
ors and deligh
Captain Crew
Faith
ts that no
one appreciated.
e,” Miss Minch
other in horror. and get
in said.
gazed at each
to behold these She had long wanted
to the manse
The children
Sara stood quiet
hidden glories
come right up
ly. Her eyes were
know the Lauren
, and
sprang up. “You before you say another word.”
Minchin’s face.
fixed upon Miss
ce boy, who looked to
eat
Sara thought
if he would like
something to
as
something odd.
to be known,
does she say
pa and ma
if only he
knew how to
I am a beautiful
“Why
What will your
can’t.
I
introdu
“Oh—
child?” she thoug
am not beautiful
ce himself. Since
the celebration,
back.”
Mary shrank.
Jo had been
they’d send me
Isobel, is beau at all. Colonel Grange’s little ht. “I
more
impatient than
say? Besides,
tiful. She has
girl,
ever and had
about you.
dimples and
long hair the
planned
many ways of
won’t bother
father
ed
and
rose-colored
r,
makin
color of gold.
stamp
g friends with
Faith
cheeks.
She had not
“We’ve no mothe
I have black hair.
child and not
a. Come, I say.”
seen Laurie recent him.
fair in the least.
I have green eyes.She has
r will Aunt Marth this queer girl going to insist
began
Neithe
ly
and
to think he had
Miss Minchin
I
I am a thin
Mary
ently. Was
gone away. Then
is telling a story. am one of the ugliest childr
window, lookin
her foot impati
at their very door? climb
one day
en I ever saw.
”
g wistfully down
death almost
hardly
balling one anothe
on starving to
into their garden she spied a brown face at
that she could down and
an upper
was so weak
Sara was mista
where Beth and
r.
they got her
yielded. She
Amy were snowken in thinking
, but somehow
charm of her
“That boy is sufferi
down the ladder into the kitchen.
own. She was she was an ugly child. Sara
ng for lack of
and
does not know
a slim, supple
had an odd
her age. She
over the field
what’s good for society and fun,” she said
s indicate this?
creature. She
had
to herself. “His
party of jolly
him and keeps
was rather tall
words or phrase
quite black and an intense, attractive little
What
?
boys
grandpa
scene
him
to play with or
for
face.
only curled at
over and tell
nal state in the
somebody young shut up all alone, but he
true, but they
the tips. Her eyes Her hair was heavy and
the old gentle
____________
needs a
is Mary’s emotio
and
______
lively.
What
man
______
were big, wond
1.
I’ve
so!”
were greenish
a great mind
____________
she herself did
erful
to go
The idea amuse
____________
not like the color eyes with long, black lashe gray, it is
____________
d
____________
Sara was very
____________
Meg by her strang Jo, who liked to do daring
____________
firm in her belief of them, many other peop s. Though
things and was
____________
e behavior. The
____________
a snowy aftern
always scand
le did. Still
at all pleased
plan of “going
______
____________
alizing
oon came, Jo
by Miss Minch that she was an ugly little
over” was not
____________
____________
resolved to try
drive off, and
girl. She was
discarded, and
in’s flattery.
____________
what she could.
then sallied out
not
when
____________
______
and took a survey
to dig her way
She
____________
down to the hedge saw Mr. Laurence
author use to
____________
1. What can
windows, servan of what she observed—a
words does the
,
where
What
?
she
you tell abou
ll
was quiet, curtain
paused
ts out of sight,
in the scene
t Sara from readi
leaning on a
s down at the
learn about Faith
thin hand at the and nothing human detect
ng the passage?
lower
2. What do you this information?
able but a curly
upper window
____________
_______________
.
black head
communicate
____________
_______________
____________
1. What can
_______________
____________
you infer based
____________
____________
_______________
on Jo’s action
____________
____________
_______________
s in the scene
____________
____________
_______________
?
____________
____________
_______________
____________
____________
______
______
______
______
______
______
_______________
____________
2. How does
____________
____________
____________
Sara feel abou
____________
____________
____________
85
89
____________
t Miss Minchin?
____________
from the passa
Question Stems
____________
____________
How do you know
Text-Dependent
ge.
2. What is Jo’s
____________
#51475—Leveled
? Use words
motivation in
____________
the scene? Justify
passage.
your answer with
_______________
© Shell Education
words from the
_______________
____________
_______________
____________
_____
______
_____
____________
_______________
_____
____________
____________
_______________
____________
____________
______
_______________
____________
____________
_______________
____________
© Shell Education
© Shell Education
____________
#51475—Leveled
82
Questions
_____
____________
_____ Date:
____________
____________
______
____________
Text-Dependent
#51475—Leveled Text-Dependent Question Stems
Question Stems
#51475—Leveled
87
Text-Dependent
Question Stems
91
© Shell Education
Analyzing Characters
Implementing the Question Stems
This section includes 10 leveled, text-dependent question stems about analyzing
characters. You can implement these question stems by connecting them to the fiction
passages and/or nonfiction texts that you are reading in class.
It may seem as though using question stems would be easy, but it can be a
complex task for teachers. To help you see how to implement these question stems
in your classroom, this section includes student pages containing texts with sample
text-dependent questions. Each of the four student pages illustrates a different
complexity level.
Snapshot of Differentiating a Question
The chart below models how a single leveled question stem can be tied to both
literature passages and informational texts at four complexity levels. This snapshot
also gives you a quick view of how the question stems differ based on the complexity
levels. However, you can also see how the question stems link to one another.
Question Stem
Literature Example
Informational Text
Example
How does ______
change during the
text? Give examples
from the text.
How does Clifford
change during the
story? Give examples
from the book.
How does Neil Armstrong
change during the text?
Give examples from
the book.
How does ______
grow as a person?
Support your answer
with specific examples
from the text.
How does Travis grow
as a person? Support
your answer with
specific examples
from the story.
How does Wilma Rudolph
grow as a person? Support
your answer with specific
examples from the text.
How does the author
show ______’s growth/
change during the
text? Use the text in
your response.
How does the author
show Hermione’s
growth/change during
the novel? Use the
text in your response.
How does the author show
Gandhi’s growth/change
during the biography? Use
the text in your response.
How does the author
develop the character
of ______ over the
course of the text?
Include specific
examples from the
text in your answer.
How does the author
develop the character
of Holden over the
course of the novel?
Include specific
examples from the
novel in your answer.
How does the author
develop the character of
Nelson Mandela over the
course of the biography?
Include specific examples
from the text in your
answer.
© Shell Education
#51475—Leveled Text-Dependent Question Stems
83
Complexity
Low
High
Analyzing Characters
Analyzing Characters Question Stems
Use these question stems to develop your own questions for students.
Who are the two main characters? How do you know they are the
most important?
What words from the text tell about ______ (character)?
How does ______ (character) feel about ______ (character)? How
do you know? Use words from the text.
What does ______ (character) do in page/paragraph ______? What
does this let you know about ______ (character)?
How does ______ (character) act around ______ (character)? What
does this tell you about their relationship?
What are ______ (character’s) strengths? Weaknesses? How do
you know?
Why does ______ (character) say “. . .”? What do you learn about
this character from this statement?
How does ______ (character) feel in the ______ paragraph/page?
What words in the text let you know this?
What problem does ______ (character) face? Use words from the
text in your answer.
How does ______ (character) change during the text?
Give examples from the text.
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Practice Student Questions
Name: ________________________________________________ Date: __________________
Scene from The Prince and the Pauper
Directions: Read this passage. Then, answer the questions.
Tom’s breath came quick. His eyes grew
big. He felt wonder and delight. He had
one desire. He wanted to get close to
the prince. He wanted to have a good,
devouring look at him. Soon Tom had
his face against the gate-bars. The next
instant, one of the soldiers snatched him
rudely away. He went spinning among
the gaping crowd. The soldier said,
“Mind thy manners, thou young beggar!”
The crowd jeered. They laughed. The young prince
sprang to the gate. His face was flushed. He cried out,
“How dar’st thou use a poor lad like that? How dar’st
thou use the King, my father’s, meanest subject so?
Open the gates. Let him in!”
1. What words from the story tell about Tom the pauper?
____________________________________________________________
____________________________________________________________
2. Why does the prince say “How dar’st thou use a poor
lad like that?” What do you learn about this character
from his statement?
____________________________________________________________
____________________________________________________________
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85
Complexity
Low
High
Analyzing Characters
Analyzing Characters Question Stems
Use these question stems to develop your own questions for students.
Based on the events in the text, who are the main characters?
Use details from the text in your answer.
What can you tell about ______ (character) from reading the
______ paragraph/page?
How does ______ (character) feel about ______ (character)? Use
the text to tell how you know this.
What do ______ (character’s) actions show you in the ______ page/
paragraph? What can you tell about ______ (character) from these
actions?
How does ______ (character) act around ______ (character)? What
do these actions tell you about their relationship?
What does the author reveal about ______ (character’s) strengths?
Weaknesses? Use the text to explain.
How does the conversation between ______ (character) and
______ (character) help you learn more about these characters?
Use examples from the text.
How does ______ (character) feel in the ______ paragraph/page?
What words in the text tell you this?
What problems does ______ (character) face? How does his/her
personality affect these problems? Use information from the text
in your answer.
How does ______ (character) grow as a person? Support your
answer with specific examples from the text.
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Practice Student Questions
Name: ________________________________________________ Date: __________________
Excerpt from Alice’s Adventures in Wonderland
Directions: Read this passage. Then, answer the questions.
The table was a large one, but the three were all crowded together at one corner of
it: “No room! No room!” they cried out when they saw Alice coming. “There’s PLENTY
of room!” said Alice indignantly, and she sat down in a large arm-chair at one end of
the table.
“Your hair wants cutting,” said the Hatter. He
had been looking at Alice for some time with
great curiosity, and this was his first speech.
“You should learn not to make personal
remarks,” Alice said with some severity; “it’s
very rude.”
The Hatter opened his eyes very wide on
hearing this; but all he SAID was, “Why is a
raven like a writing-desk?”
“Come we shall have some fun now!” thought Alice. “I’m glad they’ve begun asking
riddles—I believe I can guess that,” she added aloud.
“Do you mean that you think you can find out the answer to it?” said the March Hare.
“Exactly so,” said Alice.
“Then you should say what you mean,” the March Hare went on.
1. Does the passage have a negative or a positive tone? How do specific words choices
contribute to the overall tone?
_________________________________________________________________________
_________________________________________________________________________
2. How do the characters’ dialogue or actions contribute to the tone of the story?
Refer to specific examples in the passage.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
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137
Complexity
Low
High
Identifying Tone
Identifying Tone Question Stems
Use these question stems to develop your own questions for students.
What emotions does this text cause you to feel? Cite specific
examples from the text to explain how the author creates
emotions in the reader.
What language does the author use to create the tone? Cite
specific examples from the text.
Does the author use a formal or casual tone? Identify specific
words or phrases that contribute to the tone.
Does the text have a negative or a positive tone? Identify specific
words that contribute to the overall tone.
How does the tone of the text affect your perception of the text?
Make sure to explicitly reference the text in your answer.
How do the characters’ dialogue or behaviors contribute to the
tone of the text? Cite textual examples of dialogue/behaviors in
your answer.
What is the author’s opinion of (the subject matter/character)?
What clues in the text language convey the author’s attitude?
What do you imagine the author’s personality is like? How is his/
her personality expressed through the language of the text? Use
specific textual examples to support your response.
How do the characters’ dialogue or actions contribute to the
text’s tone? Cite specific textual examples.
Is the author an expert in ______? Give textual examples to
illustrate your opinion.
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