DICTION – A CHEAT SHEET
Prose Analysis: Diction
How to say what you know about language—
or at least sound smart when you don’t know what to say.
Purpose: These notes aredesigned to give you a framework and a vocabulary so that you can analyze and discuss questions of diction and do well on the A.P. exam and your one-claim arguments.
When to analyze diction: Any time an exam question asks you to do any of the following:
(a)Discuss or analyze how “the language” of a passage or poem achieves some effect.
(b)Analyze the “techniques” or “poetic devices” used to achieve some effect.
(c)Any prompt that specifically mentions the word “diction.”
(d)If you are arguing a claim and find that analyzing the diction is useful, do it – especially if you notice that certain types of diction repeats, contrasts, symbolizes something, or is different, strange, or unusual.
- In your one-claim arguments, analyze the diction if your word choices seem ordinary and pedantic. Select your most intriguing statement, and try to find a word that expresses the meaning in an intriguing way. This will add emphasis to your sentence.
- Winston gave himself over to O’Brien.
- Winston submitted to O’Brien.
- Winston surrendered his soul to O’Brien.
- O’Brien impales Winston’s spirit.
The Axes: The term “diction” covers a lot of ground, but here is a somewhat simplified way to approach how you might determine what to analyze. Consider analyzing the diction according to where it falls on any of the two main axes: (1) levels of formality, +(2)connotation
(1) Levels of formality
Diction can usually be described as one of three different “levels” of style:
High or Formal:Dignified, elevated, and often impersonal. Elaborate, or sophisticated vocabulary. In some cases, “high style” can refer to grammar, or syntax, that has been manipulated for an artistic effect—that is, the grammar and punctuation calls attention to itself. Polysyllabic(My dad called them $13 dollar words…don’t know why…).Usually these high-level words will not be used in normal conversations. Here are some possibilities: (1) The writer might intend the speaker to sound pompous (full of himself), and possibly arrogant – thinking that he’s better than others. (2) The intent could also be that the writer is extremely intelligent, lives in an “ivory tower” and may not have a language that regular people can easily understand because the speaker may not have much practice speaking to regular folk. (3) Another reason for employing high-level diction could be that the speaker is trying to confuse (or annoy) the listener. A politician who may not want to answer a journalist’s questions might try this. (4) It is also possible, however, that the speaker could be trying to “teach” the listener. You’ll easily detect this though, because the speaker will define the words after she states them. Example: Why do you have to be so pugnacious, always wanting to argueand fight about everything?
Medium or Neutral: Follows rules of grammar and uses common, unexceptional vocabulary. Grammar and vocabulary is meant to be transparent, easily understood – basically, grammar A. There’s no reason to pay attention to medium level diction unless there’s a contrast or a sharp detour from what the author was doing before…say, starting with medium diction – then drastically switching to high level or slang. Medium level diction is what the writer intends the average reader to understand. The goal here is clarity.
Low or Informal: Plain language of everyday use, including slang, jargon, vulgarity, and dialect. Monosyllabic. This is colloquial language, street language, words that are slightly lower than medium level words. So, in the case of the word parsimonious, instead of calling a person thrifty or frugal, he might be called a stingy, tight-fisted, cheapskate. Speakers employ low level diction for several reasons: (1) lack of education, (2) lack of vocabulary – the speaker just does not know very many words…he could be an English language learner or a small child who hasn’t learned enough words to express the exact idea he wants to convey, (3) need to express extreme emotion (…as in s _ _ t! or the infamous f _ _ k! ) when stubbing a little toe on a table in the middle of the night(…I was forever changed/ruined when I heard my grandma swear for the first time when she stubbed her toe in the middle of the night…I never forgot it, but I bet you couldn’t tell.) (4) a need to feel at home or comfortable with the listener…a closeness develops when the speaker can help the reader see a different side of him, a softer, more comfortable side (5) rudeness…sometimes a speaker just wants to be mean and evil…low language definitely works in this case (6) a regional dialect…the speaker may be accustomed to saying things a certain way in certain regions of the country…for example, in New Orleans when we want to tell someone we want to buy food from the market or grocery store, we don’t say, “Let’s go grocery shopping.” We say, “Let’s make groceries.” We don’t call soda a Coke, or a pop, or soda water, or a carbonated drink, we call it a “soft drink.” (In Georgia, everything is called a Coke – no matter what soft drink you want…could have something to do with the fact that the Coco Cola hub is in Atlanta.)
How to talk about levels of formality
One thing that is really impressive is having a large bank of words that you know that you can use to characterize the different kinds of diction. (…to invest in your vocabulary building, the best thing you can do is read really challenging books – or any Victorian literature. The Victorians were a pretty bombastic group, so just pick up Dickens or any of the Bronte sisters, and they’re guaranteed to help grow your vocabulary.) You can use this stuff when fashioning terribly impressive main claims—even when you don’t have any idea what you’re talking about! That is what the following notes are for. Many of these words can be used to describe syntax as well as diction. When we get to syntax, I’ll reference this handout, so don’t lose it.
High, Formal Style
Cultured
Learned
Pretentious
Archaic
Scholarly
Pedantic
Ornate
Elegant
Flowery
Middle, Neutral Style Unadorned
Plain
Detached
Simple
Low, Informal StyleAbrupt
Terse
Laconic
Homespun
Colloquial
Vulgar
Slang
Jargon
(2) Connotation
In addition to falling somewhere on the of high, medium, or low axis, an author’s prose will fall somewhere on a scale between the two poles of denotation, a word’s dictionary meaning, or connotation, the more metaphorical, poetic, or emotion-laden use of words. So, as you read, be sure to not just hear the words, try to FEEL them.
How to talk about Connotation
Language can also fall somewhere on the following scale. Few works of literature are purely denotative, of course, but they are connotative to varying degrees. Speak of a passage as being “highly connotative” or Learn to use these words to discuss connotation.
Denotative language
Literal
Exact
Journalistic
Straightforward
Connotative languagePoetic
Lyrical
Figurative
Symbolic
Metaphoric
Obscure
Sensuous
Grotesque
Picturesque
Additional aspects of word choice.
Abstraction
In addition, an author’s language will fall somewhere on a scale between the poles of abstract and concrete language. That is, do authors write about stuff you can hold in your hand, or stuff you can only hold in your head?
Sound – The Music of Words
Do the words sound nice? If so, you can talk about the euphony of the passage – soft sounds. If the words sound harsh, you can talk about the cacophony of the passage – hard sounds. But with both, be sure to talk about the relationship the sound has to meaning.
Figures of Speech
You know all these, right? Personification, Metaphor, Paradox, Alliteration, yada, yada, yada. You learned them in seventh through and tenth grades.
How do I use this great new vocabulary to craft smart topic sentences?
First: Don’t respond to a prompt by saying that the author “uses diction.” You are saying nothing if you say that. Everyone uses “word choice”—your job is to characterize that word choice using an appropriate adjective. What is the diction’s purpose, function, and/or effect on the reader?
What I suggest:A convoluted, excruciating, five-step process.
Step One: Levels of Formality
- “Do” a close reading on the passage, first identifying any unusual or characteristic words. If there are none, you are probably reading something with a “middle style” - clear easy to understand language.
- If words stand out, you should be able to decide whether the passage leans to the high or low styles. If so, pick a snazzy vocab word to describe what kind of high or low diction it is.
Step Two: Connotation
- Examine how the words appear to be used—do they seem to be used like poetry, with lots of external, thematic meanings attached, or are they more literal, like a straightforward action story?
- Once you decide which way it leans, connotative or denotative, pick some vocab words that characterize the diction more specifically.
Step Three: Miscellaneous
- Ask yourself about abstraction/ concreteness, what figures of speech you see, and the sounds of the language.
Step Four: Purpose
- Sit back for a moment and ask yourself what purpose of the word choice appears to be fulfilling.
- For example, you can always say that it sets a tone—just make sure you have some words ready to describe that tone.
- Also consider whether the word choice is having an effect on character, symbol/theme, setting, etc.
Step Five: The topic sentence.
“In [name of work], [Author] writes in a [connotation] [level of formality] style. Her use of [connotation vocab] and [level of formality vocab] language [achieves this purpose].”
For example:
“In Heart of Darkness, Joseph Conrad writes in a highly connotative high style. His use of abstract, poetic, and ornate language establishes existential themes of fate and meaninglessness.”
Asgill, 2005, 2008, Burke, 2004 & Hill, 2007Page 1