Fill - Free fillable Whats the Tone? Core Skills Workout: Tone-HL DEBATE: (Wellington City Council New Zealand) PDF form

Tone is the author’s attitude toward either the subject he or she is writing about or toward the reader.

Words that could describe tone include doubtful, humorous, gleeful, serious, and questioning.

Tone is conveyed through the author’s word choice, the information included, and how the text is organized.

What’s the Tone?

Name: ___________________________________________________ Date: ________________________

Core Skills Workout: Tone-HL

DEBATE: “Should Libby’s Dad Do Her School Project?” pages 26–27

October 2016

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THE LANGUAGE ARTS MAGAZINE

Reread the first paragraph of Libby’s letter. Choose the statement that does NOT

correctly explain what makes Libby sound desperate, dramatic, or panicked.

A Libby calls her project “huge.” This makes her sound more worried about the

project than if she had called it “big” or not used an adjective at all.

B Libby mentions the name of her teacher, which makes her sound desperate.

C Libby capitalizes “huge,” adding emphasis to the word and making her sound like

she is raising her voice in a panicked way.

D Libby puts a period after each word in “I haven’t even started.” This makes her

sound like she’s speaking slowly to get across how serious her situation is.

1.

PAGE 1 OF 2

Here are some words that could be used to describe the tone of Libby’s letter:

Let’s take a look at how Libby’s desperate/dramatic/panicked tone is created!

desperate dramatic panicked

Libby’s Letter

In the second paragraph, Libby writes, “And that’s why I’m asking you to please, please,

please do this project for me.” Choose the statement that best expresses how Libby’s

repetition of “please” affects the tone.

A Repeating “please” makes her sound extremely polite.

B Repeating “please” makes her sound like she’s joking around.

C Repeating “please” makes her sound like she is not asking, but begging, for help.

D Repeating “please” makes her sound angry.

2.

Core Skills Workout: Tone-HL

DEBATE: “Should Libby’s Dad Do Her School Project?” pages 26–27

October 2016

PAGE 2 OF 2

Libby writes, “You might not know this, but missing the championship would put my

ENTIRE FUTURE in jeopardy.” How does this sentence make her sound desperate,

dramatic, or panicked?

3.

Libby writes that the championship is “a once-in-a-lifetime opportunity to catch a

scout’s eye.” How does this sentence make her sound desperate, dramatic, or panicked?

4.

Consider the offers Libby makes in the last paragraph of her letter about what she will do

if her dad agrees to do her project. What gives this section a desperate tone?

5.

Tone is the author’s attitude toward either the subject he or she is writing about or toward the reader.

Words that could describe tone include doubtful, humorous, gleeful, serious, and questioning.

Authors create tone through word choice, the information they include, and how they organize the text.

What’s the Tone?

Name: ___________________________________________________ Date: ________________________

Core Skills Workout: Tone-LL

DEBATE: “Should Libby’s Dad Do Her School Project?” pages 26–27

October 2016

®

THE LANGUAGE ARTS MAGAZINE

Reread the first paragraph of Libby’s letter. Choose the statement that does NOT

correctly explain what makes Libby sound desperate, dramatic, or panicked.

A Libby calls her project “huge.” This makes her sound more worried about the

project than if she had called it “big” or not used an adjective at all.

B Libby mentions the name of her teacher, which makes her sound desperate.

C Libby puts a period after each word in “I haven’t even started.” This makes her

sound like she’s speaking slowly to get across how serious her situation is.

1.

PAGE 1 OF 2

Here are some words that could be used to describe the tone of Libby’s letter:

desperate dramatic panicked

Libby’s Letter

In the second paragraph, Libby writes, “And that’s why I’m asking you to please, please,

please do this project for me.” Choose the statement that BEST expresses how Libby’s

repetition of please affects the tone.

A Repeating please makes her sound polite.

B Repeating please makes her sound like she’s joking.

C Repeating please makes her sound like she is begging for help.

2.

Core Skills Workout: Tone-LL

DEBATE: “Should Libby’s Dad Do Her School Project?” pages 26–27

October 2016

PAGE 2 OF 2

Libby writes, “You might not know this, but missing the championship would put my

ENTIRE FUTURE in jeopardy.” Choose the statement that does NOT correctly explain

what makes Libby sound desperate, dramatic, or panicked.

A Libby explains to her dad that he might not know what she is about to tell him. This

makes her sound panicked.

B Libby makes it sound like the grade she gets on her history project will have a huge

impact on her life. One history project probably wouldn’t have such a big impact,

though. Libby is being dramatic.

C “Entire future” in written in capital letters. This makes you imagine that if Libby

were speaking, her voice would be rising and her eyes widening as she explains

what a desperate situation she’s in.

3.

Libby writes that the championship is “a once-in-a-lifetime opportunity to catch a

scout’s eye.” Finish the sentence started below to explain why this sentence makes Libby

sound dramatic.

Libby calls the upcoming championship a once-in-a-lifetime opportunity. She makes

the game sound like _____________________________________________________________

_____________________________________________________________________________________

4.

At the end of her letter, Libby names three chores she will do if her dad agrees to do her

project for her. Choose the statement that BEST explains how these sentences create a

desperate tone.

A Libby offers to do three chores in exchange for her dad’s help.

B With each task Libby names, she increases the amount of time she is offering to

do it: She goes from one time to a year to the rest of her life. This makes her sound

desperate—like she’ll do anything if her dad will just help her.

C Libby offers to mow the lawn, wash the car, and change the kitty litter. You can tell

that she doesn’t really mean it though, because she uses a question mark after each

chore she names.

5.

Name: ___________________________________________________ Date: __________________

REFERENCE: Tone

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THE LANGUAGE ARTS MAGAZINE

Tone Words

Tone is the author’s attitude toward the subject matter or toward the reader or audience.

There are many different words that you can use to describe an author’s tone. Here are some to inspire you.

POSITIVE TONE WORDS

admiring

adoring

affectionate

amused

appreciative

approving

celebratory

cheerful

comforting

comic

compassionate

complimentary

confident

contented

earnest

elated

empathetic

encouraging

excited

facetious

forthright

friendly

funny

gleeful

gushing

happy

hopeful

humorous

interested

jovial

light

lively

modest

nostalgic

optimistic

passionate

playful

pleasant

proud

reassuring

respectful

romantic

sentimental

silly

sympathetic

tender

whimsical

wistful

worshipful

zealous

angry

annoyed

biting

bitter

blunt

cold

conceited

condescending

confused

curt

cynical

depressed

derogatory

despairing

desperate

disappointed

disliking

disrespectful

doubtful

enraged

fearful

flippant

forceful

foreboding

frustrated

furious

gloomy

grave

grim

harsh

haughty

hostile

impatient

melancholy

mocking

mournful

offended

ominous

outraged

pessimistic

sarcastic

scornful

selfish

skeptical

sly

somber

stern

suspicious

uneasy

worried

ambiguous

ambivalent

casual

commanding

conversational

detached

direct

indifferent

introspective

neutral

pensive

questioning

reflective

scholarly

serious

solemn

straightforward

speculative

uncertain

unconcerned

NEGATIVE TONE WORDS

NEUTRAL

TONE WORDS

Name: ___________________________________________________ Date: ________________________

Analyzing Arguments

DEBATE: “Should Libby’s Dad Do Her School Project?” pages 26-27

October 2016

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Scavenger Hunt

Directions: Fill in the boxes below to explore how the authors of the letters in “Should Libby’s Dad Do Her School Project?”

develop their arguments. We filled in some information for you.

Libby Libby’s Dad

line(s) that

express the

central idea,

or central claim

“So as tempting as it is to bail you out, I am not

going to do this assignment for you. Instead, I

am going to let you fail.” (p. 27)

two pieces of

evidence that

support the

central idea,

or central claim

line(s) that

express the

counterargument

“I know you might think I got myself into this

mess, and I should get myself out of it. But there is

no way I can do a good job on this project in one

night. ” (p. 26)

line(s) that

contain the

rebuttal to the

counterargument

Should Libby’s dad do Libby’s project?

Consider what you read in the two letters, as well as your own viewpoints.

Check the box next to the point of view you will argue in your essay.

Or write your own opinion in the space provided.

Yes! Libby needs help! No! Libby will learn more if she does it herself.

_____________________________________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________________________________________

Write an Argument Essay

Directions: Read “Should Libby’s Dad Do Her School Project?” Complete the scavenger hunt on page 27.

Then follow the steps below.

Which details from the letters support your opinion? What other information supports your opinion? List

at least three supporting details on the lines below.

Here’s an example: If you think Libby’s dad should help Libby, one of your supporting details

might be that Libby doesn’t get in trouble often.

1. __________________________________________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________________________________________________________

2. __________________________________________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________________________________________________________

3. __________________________________________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________________________________________________________

STEP 2: GATHER SUPPORT FOR YOUR OPINION

Name: ___________________________________________________ Date: ________________________

Argument Writing

DEBATE: “Should Libby’s Dad Do Her School Project?” pages 26-27

October 2016

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THE LANGUAGE ARTS MAGAZINE

STEP 1: DECIDE WHAT YOU THINK

PAGE 1 OF 4

The very beginning of your essay is called the hook because it “hooks” your readers’ attention. The hook

should relate to the topic of your essay, but it can take many forms. It can be:

1. An anecdote (a very short story): Describe a time where you felt overwhelmed by your

schoolwork. Did a family member help you? If not, did you want someone’s help?

2. A surprising fact: Find a fact that will raise your readers’ eyebrows. Several surprising facts are

included in the article. You can also do some research to find one that is not included in the article.

3. A rhetorical question (a question to which you don’t expect an answer): Ask your readers a

question that reflects your point of view about parents helping their kids with homework. Here’s

one way you could structure your question: “When a parent does a child’s homework, is that parent

________? ”

4. A quote: Find a thought-provoking quote that relates to the topic of your essay.

Choose one of the ideas above, or use your own idea, and write a hook on the lines provided.

Your hook: ___________________________________________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________________________________________________________________________________

STEP 5: WRITE YOUR HOOK

Argument Writing

DEBATE: “Should Libby’s Dad Do Her School Project?” pages 26-27

October 2016

If you think Libby’s dad SHOULD do her project, summarize the strongest arguments that Libby’s dad

presents in his letter. If you think Libby’s dad SHOULD NOT do Libby’s project, summarize the strongest

arguments that Libby presents in her letter.

_____________________________________________________________________________________________________________________________________________________________________________________________________

STEP 3: ACKNOWLEDGE THE OTHER SIDE

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The thesis is where you tell readers what your essay is going to be about. The thesis should be a clear,

strong statement of the opinion you gave in Step 1. The rest of your essay will support this thesis.

Your thesis: __________________________________________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________________________________________________________________________________

STEP 4: CRAFT YOUR THESIS (CENTRAL CLAIM)

PAGE 2 OF 4

On the next page, you’ll find guidelines for how to organize your essay.

STEP 7: START WRITING

Let readers know a little about the issue you will be writing about. This is not your point of view; it’s

a brief summary of the issue. Finish summarizing the issue presented in both letters on the lines below.

Libby thinks her dad should do her school project for her so she can get a good grade. Her father

believes it would better for Libby if ______________________________________________________________ _______________________________

_____________________________________________________________________________________ ___________________________________________________________________________________ ______ __

_____________________________________________________________________________________________________________________________________________________________________________________________________

STEP 6: SUMMARIZE THE ISSUE

Argument Writing

DEBATE: “Should Libby’s Dad Do Her School Project?” pages 26-27

October 2016

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THE LANGUAGE ARTS MAGAZINE

PAGE 3 OF 4

Argument Writing

DEBATE: “Should Libby’s Dad Do Her School Project?” pages 26-27

October 2016

Directions: Use the outline below to write your essay. You will use what you wrote on the first three pages

of this activity.

Argument Essay Outline

Now write your supporting points from Step 2.

For each one, write 1-3 sentences that

provide additional details.

You can put your supporting points and detail sentences

together in one paragraph or you can split them

into several paragraphs. It depends on how much

you want to write about each point.

BODY PARAGRAPH

(

S

)

2

Now it’s time to recognize the other side of the argument.

Use what you wrote in Step 3.

Then explain why you think the opposing point of view is wrong.

ACKNOWLEDGE THE OTHER SIDE

3

Write 2-3 sentences to remind your readers

of your main points.

Finish with a strong final sentence.

CONCLUSION

4

Use Scope’s “Argument-Essay Checklist” to evaluate and edit what you have written.

READ AND REVISE

5

Open with your hook from Step 5.

Write a transition sentence that relates your hook to the question of whether Libby’s dad should do her

school project.

(See Scope’s handout “Great Transitions” for some ways to link your ideas.)

Write your summary of the issue from Step 6.

INTRODUCTION

1

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PAGE 4 OF 4

Hint!

O

rder your

supporting points from

weakest to strongest.

Readers will remember

details that are

presented last.

Need an idea?

Refer to your hook,

find a quote, or give

a call to action.

SCHOLASTIC sCOPE HANDOUT

Argument-Essay Checklist

Directions: Use this guide to check your own essay, or exchange papers with a classmate and use

the list to check each other ’s essays. In the margins of the essay you are checking, make notes about

anything that needs to be revised.

Introduction

3 Does the ﬁrst sentence grab readers’ attention?

3 Does the ﬁrst paragraph provide a general overview of the essay’s topic?

3 Does the ﬁrst paragraph include a thesis statement that strongly and clearly states your

point of view? Does the thesis clue readers in as to what the essay is going to be about?

Body Paragraphs

3 Do they contain a total of at least three points that support the thesis?

3 Do they provide details to further explain each of the supporting points?

3 Are the supporting points presented in order from weakest to strongest?

3 Do you acknowledge an opposing point of view and then explain why you think it isn’t strong

enough to change your point of view?

Conclusion

3 Does the last paragraph remind readers of the main points of the essay, without going

into too much detail and repeating everything readers just read?

3 Is the conclusion free of new information (such as another supporting point)?

3 Does the last sentence leave readers with a strong ﬁnal impression?

General

3 Does one idea ﬂow smoothly into the next?

3 Do the sentence structures and lengths vary?

3 Does every sentence relate to the thesis?

3 Does everything make sense?

3 Is the essay convincing?

3 Are the grammar, punctuation, and spelling correct?

USES: COPY MACHINE, OPAQUE PROJECTOR, OR TRANSPARENCY MASTER FOR OVERHEAD PROJECTOR. SCHOLASTIC INC. GRANTS SUBSCRIBERS OF SCHOLASTIC

SCOPE

Name: _______________________________________________________ Date: ______________

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SKILL: Essay Writing

SCHOLASTIC sCOPE HANDOUT

Great Transitions

Transitions are like bridges between your ideas—they help your readers move from one idea to the next.

Here are some transition words and phrases you may wish to use in your essay. Keep in mind that they

can be used at the beginning of a sentence or within a sentence.

If you are adding information or showing similarity between ideas:

• additionally • besides • so too • rst of all/secondly/thirdly

• in addition • also • likewise • to begin with

• as well as • another • furthermore • nally

If you are showing that one idea is different from another:

• however • even though • in contrast • on the one hand/on the other hand

• yet • despite • still • some people say/other people say

• but • although • in spite of • regardless

If you are showing that something is an example of what you just stated:

• for example • to illustrate • this can be seen

• for instance • namely • specically

If you want to show cause and effect:

• as a result • consequently • so

• it follows that • therefore • eventually

If you want to add emphasis:

• in fact • of course • truly • even • indeed

USES: COPY MACHINE, OPAQUE PROJECTOR, OR TRANSPARENCY MASTER FOR OVERHEAD PROJECTOR. SCHOLASTIC INC. GRANTS SUBSCRIBERS OF SCHOLASTIC

SCOPE

Name: _______________________________________________________ Date: ______________

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SKILL: Essay Writing

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