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Determing the Author’s Mood ang Tone of the passage.

Determining the Author’s Mood and Tone of the passage.

     The difficult but subtle task of a good reader is to identify the tone or attitude revealed by an author in

a piece of writing. Any human emotion may become the author's tone. Gestures, voice inflections, pauses, facial movement, even the sparkle of his eye can reveal a speaker's attitude toward his subject. However, an author's attitude or tone has to be inferred from less obvious clues. To avoid inaccurate interpretations, you, as a reader, must heed whether the author is serious, humorous, witty, ironic, patriotic, sentimental, defensive, moralizing, compassionate, pessimistic, cynical, nostalgic, satirical, critical, horrifying, or rejoicing in his attitude toward his subject. Remember, an author may color his ideas with these or any other emotions.


The perceptive reader recognizes these attitudes or tones by identifying the subject, the length and flow
of the sentences, the atmosphere, the work connotations, the point of view and purpose of the author. In an effective piece, the author creatively and thoughtfully blends many elements together to unify and focus an overall tone which reflects his attitude. Some explanations and examples follow.

NOSTALGIC TONE. Reveals a kind of homesickness for the past, a desire to return to "the good ole days." The following statement reflects nostalgia:
"Oh, for the halcyon days of our childhood when there was time for playing family games,
reading good books, enjoying dinner conversation; we knew each other; we shared our joys and
disappointments--no boob tube then," the mother reminisced.

SENTIMENTAL TONE. Identifies that which is affectedly or extravagantly emotional instead of rational; it may also reveal romantic feelings. A good example is the paragraph which follows:
Jim and Mary Smith had looked forward to the trip for months. They were returning to a city
they had fallen in love with during the five years it was their home over a decade ago. So many
memories were rooted in those years when they lived near Washington D.C. They had bought
their first house while they lived in a nearby suburb. Their two sons had begun school during
those years, and Jim and Mary had established many close friendships. Above all, they had
become caught up in the excitement of living in the nation's capital, with its continual political
intrigue and constant awareness of international affairs. Indeed, they were more than eager to
return, see friends, and visit the beautiful city they loved.

MORALIZING TONE. Attempts to explain or interpret good or bad features of something. It is
explicitly and clearly trying to reform. There is no subtlety involved. An example of moralizing is the
following statement:
"Well, if you want to live like a yuppie, you better study hard and complete your education.
That piece of parchment is the bottom rung of the yuppie ladder!"

CYNICAL TONEReveals a sense of helplessness and hopelessness toward life--a feeling that
nothing really can be changed, that evil will prevail, that man is basically selfish, incapable of being
reformed. As an example of cynicism, consider the following statement made by a person of voting age.
"Don't talk to me about voting or politics. I'm not interested. All politicians are self-serving
and corrupt. My vote won't change a thing."




Compare/Contrast Essay

Compare/Contrast Essay

How to Write a Compare/Contrast Essay
Compare and contrast essays are the other big essay types in academic writing. These essays will follow a specific question and are fairly easy to complete. There are several ways to write this type of essay. The most important thing to remember is structure. Many wonderful essays fall victim to the woes of bad structure, making any ingenuity to fall by the wayside. Go over the rules on how to write a general essay, and then structure your compare/contrast essay in one of the following two formats:
1.      Introduction
Your introduction — like the five-paragraph-essay, should open generally (with a quotation, anecdote, generalization), and lead into the thesis statement.
2.      Topic 1
This next portion of your essay (which may consist of one paragraph or several) should cover only the first topic of the comparison and contrast. Compare/Contrast essays take two topics and illustrate how they are similar and dissimilar. Do not mention topic 2 in this first portion.
3.      Topic 2
This next portion of your essay (which may also consist of one or more paragraphs) should cover the second of the two topics. Do not discuss Topic 1 in this section. Since you have already gone into great detail about it, you may allude to Topic 1 briefly; however, do not analyze Topic 1 in this section. This portion of the paper is to discuss Topic 2 in great detail.
4.      Topics 1 and 2 Together
Now that you have analyzed both Topic 1 and Topic 2 independently, now it is time to analyze them together. This section may also be one or several paragraphs.
5.      Conclusion
The conclusion — like the introduction — should be a generalization of the thesis. This paragraph should express your certainty and absolute knowledge on the subject matter. You should reaffirm your thesis (essentially restate it in new words) and show how you've proven it.

Chain Reactions

Chain Reactions

     A Chain reaction occurs when one event lead to another event that in turn eauses another event an so on. in chain reactions each event except the first is the effect of the preceding even and also the cause of the following one.

Example Reactions.



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Cause and Effect.

Cause and Effect

      Cause/effect paragraphs generally follow basic paragraph format. That is, they begin with a topic sentence and this sentence is followed by specific supporting details.  For example, if the topic sentence introduces an effect, the supporting sentences all describe causes.
Multiple Cause or Effect.
Here is an example:
  In recent decades, cities have grown so large that now about 50% of the Earth's population lives in urban areas. There are several reasons for this occurrence. First, the increasing industrialization of the nineteenth century resulted in the creation of many factory jobs, which tended to be located in cities. These jobs, with their promise of a better material life, attracted many people from rural areas. Second, there were many schools established to educate the children of the new factory laborers. The promise of a better education persuaded many families to leave farming communities and move to the cities. Finally, as the cities grew, people established places of leisure, entertainment, and culture, such as sports stadiums, theaters, and museums. For many people, these facilities made city life appear more interesting than life on the farm, and therefore drew them away from rural communities.

How to Recognize Cause-and-effect Patterns
-If the writer tells why something happened, what happened because of something, or what might happen because of something, you can expect reasons to explain causes or expect reasons to explain causes or effects
-Look for wold clues : because, as result, therefore, consequently, so.
-Remember that many cause can contribute to a singer situation and that many effect can result from a singer cause.

Finding the Conclusion

Finding the Conclusion

     The conclusion of an argumentative piece of writing (or speech) is the claim that the author intends for you to accept on the basis of the reasoning that has been given.  It is the central point, or the proposition that all of the other claims support.  Recall that a successful argument is supposed to be a set of claims, reasons, or premises that are true, and when they are taken jointly, they logically imply the truth of the conclusion.  So accepting the premises will also require us to accept the conclusion as true.


     There many be several points being made, or there may appear to be several arguments for different conclusions.  If the piece is composed well, those subordinate arguments will lend support to the final, central thesis.  It may help to ask, “which of the claims being argued for is the broadest in scope or the most general?”  That will often reveal the central thesis.

How does one find the conclusion in a piece of argumentative writing?  Three suggestions:
 1.  Innate sense—In general, our innate sense of the main point is a pretty reliable guide to the conclusion.  Read all of the claims carefully and ask yourself, “what is the central claim being made here?  What is the main point that the author wants me to accept?

2.  Conclusion Indicators—There are a number of explicit terms that we use to indicate that a conclusion follows from some reasoning.  They can be obvious

 3.  Logical Structure—We have been studying formalized arguments that have valid or cogent structures.  If a passage contains claims that can be represented at “If P then Q,” and “Q,” and “P,” for instance, the obvious conclusion that could follow from what the author has said is “Q” from the premises “If P then Q,” and “P.”  If we interpret the conclusion as “P,” in this case, we would be attributing an invalid, and poor argument to the author.  If the author makes that sort of egregious logical mistake, and it is clear that she does in the passage, then that is her mistake and you must take her at her word.  (Your first criticism of the reconstructed argument should be that it is invalid, so the conclusion does not follow from the premises even if they were true.)  But if the athor is being careful, and we are being charitable, attribute a valid argument to them if it is consistent with what is in the passage, all other things being equal.  That is, get a sense of what the logical structure of the argument is, and that can help you identify the conclusion, if other methods fail.


Drawing Conclusions

Drawing Conclusions

     This chapter deals with the most important aspect of the whole research process. This aspect is drawing conclusions from your data. After going through all the steps of thinking through your hypotheses, designing the study, gathering and analyzing the data, you now can see if any new knowledge was gained.If you recall from the first chapter, step seven of the research process is: Conclusions drawn regarding the hypotheses. The process of drawing conclusions has three steps and is best approached by laying out all your information in front of you:
First, gather all your information in one place. Do the following:
Second, decide if the data are of acceptable quality. If the data were not gathered under conditions of good reliability and validity (test, internal, and external) you should not continue further. For example, if the measure of the dependent variable is not reliable then the statistical analysis results are based on erroneous information and you cannot decide if the hypothesis is true or false!
Third, if the reliability and validity are acceptable, you can go on to decide about each hypothesis. Based on the statistical test results decide if each hypothesis is supported or denied (true or false). Below is an example of how to interpret statistical test information and then apply it to a hypothesis.









Opinions Based on Facts

Opinions Based on Facts

     Sometimes an author will use facts to strenghten or support an opinion. Critical readers look these facts to help them judge the worth of opinion.


     A fact is verifiable. We can determine whether it is true by researching the evidence. This may involve numbers, dates, testimony, etc. (Ex.: "World War II ended in 1945.") The truth of the fact is beyond argument if one can assume that measuring devices or records or memories are correct. Facts provide crucial support for the assertion of an argument. However, facts by themselves are worthless unless we put them in context, draw conclusions, and, thus, give them meaning.
     Another kind of assertion that has no place in serious argumentation is prejudice, a half-baked opinion based on insufficient or unexamined evidence. (Ex.: "Women are bad drivers.") Unlike a belief, a prejudice is testable: it can be contested and disproved on the basis of facts. We often form prejudices or accept them from others--family, friends, the media, etc.--without questioning their meaning or testing their truth. At best, prejudices are careless oversimplifications. At worst, they reflect a narrow-minded view of the world. Most of all, they are not likely to win the confidence or agreement of your readers.