DICTION, TONE, SYNTAX
Dear Students:
The terms diction, tone and syntax are fairly meaningless unless they illuminate the
author’s rhetorical intentions. Here is an exercise which will help you use those terms to
good effect in your rhetorical analysis of any text.
Diction:
Write 2 different sentences (one for Andrist, one for Coffin) using:
 The author’s name
 plus an adjective (such as: sophisticated , varied, inventive, sparkling, effective,
carefully crafted, flashy, colloquial, folksy). Use a different adjective for each
sentence
 plus the term “diction”
 plus a strong verb (such as: demonstrates, creates, emphasizes, generates, fulfills)
 plus the function of the word choices (what those choices do for the piece)
 plus 2 examples.
Example: Andrist’s snazzy diction recreates the dynamic personality of General Custer
with choices such as “flamboyant” and “teetotaler”.
Author’s name = Andrist
Adjective = snazzy
Term = diction
Verb = recreates
Function = recreates the dynamic personality of General Custer
2 Examples = flamboyant and teetotaler.
The key to excellence is to make the adjective MATCH the function!!!
Tone:
2 sentences total: Write 2 sentences (one for Andrist and one for Coffin) discussing tone
using:
 The author’s name
 plus an adjective ( such as: informal, light, humorous, subjective, informative,
impartial, simple, casual, reasoned, balanced, objective, nostalgic)
 plus the term “tone”
 plus strong verb
 plus the function
 plus 2 examples
Syntax:
2 paragraphs total: Write 1 paragraph on each piece showing how syntax choices of the
writer contribute to the meaning (idea) of the text.
Include these elements:
 Author’s name
 plus select adjectives (such as: short, simple, fragmented, complex, elaborate,
balanced, repetitive, varied )
 plus the term “Syntax”
 plus function and at least two examples