Introduction to Diction

Over the next several week, we will be doing several Diction Exercises. These exercises will expose you to quotes and excerpts from great writers. Here is an example of the first quote we will analyze together:

“Art is the antidote that can call us back from the edge of numbness, restoring the ability

to feel for another.”

-Barbara Kingsolver, High Tide in Tucson

Notice that the word "antidote" is underlined. Now, the definition of antidote is "a medicine taken or given to counteract a particular poison." In our discussion of Kingsolver's diction--or word choice--we will consider what makes the word "antidote" so perfect for this passage.

Before we begin analyzing diction, though, I am challenging you to read about all about what diction is. Then, you will write a short acrostic poem defining and explaining diction.

1. Be able to define diction.

2. Explain the difference between denotation and connotation.

3. Identify the appropriate language for an audience.

4. Identify which types of diction are appropriate for academic writing.

5. Create an acrostic poem introducing these concepts.

Watch the video "How does Word Choice Affect Tone and Meaning" and take notes. Then, read the “Introduction to Diction.”

Then, write your own acrostic poem defining and explaining diction. An acrostic poem is one in which the first letter of each line of poetry spells out a word or a phrase—in this case,

D-I-C-T-I-O-N.

D

I

C

T

I

O

N

When you are finished with your poem, upload it to the discussion board!

This video, made by an English teacher named Dan Sato, provides a great explanation of the the difference between denotation and connotation, how connotations create the author's tone, and how both create meaning.

Diction, also referred to as “word choice” or, simply, “language,” refers to an author’s selection of words that carry particular connotations or nuances. Such words have a meaning in the context that goes beyond their factual meaning. The sentences below show you how diction functions as compared to detail.

BASIC SENTENCE: Robbie reached for the basketball.

DETAIL: Hoping to win, Robbie reached for the ball, successfully took possession, pulled it to his chest, looked at the basket, then aimed, threw, and watched it make the winning point.

DICTION: Desperate to win, Robbie lunged for the ball.

Look at the underlined words in the sentence.

“Hoping to win” is a phrase with no particular connotation. It conveys the information that Robbie wants to win the game, which would be true of any player, but there is no sense of his state of mind beyond that.

“Desperate to win,” however, carries much connotation. The word “desperate” is much more specific and evocative than “hoping.”

The same comparison could be made for use of the words “reached,” which has no particular connotation, and “lunged” which clearly conveys the intensity of Robbie’s pursuit of the ball. “Lunge” is highly connotative.

a. Technical diction—computer manual

b. Formal diction—an application letter to a college

c. Informal diction—a story about an experience that you read to a class

d. Familiar diction—a letter to your best friend

1. “I love you,” he said.
   
2. “I love you,” he cooed.
   
3. “I love you, he stammered.
   
4. “I love you,” he muttered.
   
5. “I love you,” he shouted.

In each case, the reader is told that the speaker spoke the words “I love you,” but the choice of verb, with the exception of the neutral, non-connotative “said,” determines the kind of scene the reader envisions.

In an academic setting, you will normally use formal diction unless an assignment specifically allows for informal diction.

Assume that when you write essays on the AP exams, you will be using formal diction as your audience is a college-educated reader with a sophisticated grasp of literature. Your task in diction analysis is two-fold:

1) analyze how the author’s word choice, or diction, contributes to the message, tone, and overall effect of the passage you are considering and

(2) choose your own words carefully so that your writing is characterized by clarity, vividness, and your own unique style. For example, consider whether the verb “said” adequately serves your purpose when you want your reader to understand that the speaker “muttered.”

Deliberately choosing between the two words shows your command of language and ensures that your diction contributes to your purpose and meaning.

You should be able to recognize and identify these special diction types. However, you will not use these types of language in academic writing:

• Slang—informal, nonstandard language, which most of us use regularly to some degree, especially in speech
  
• Dialect—words and pronunciation that are characteristic of a certain place or of a particular people (eg. The drawl and “y’all” of Southerners; a mountain dialect; the New England dialect with the letter “r” dropped from “park” and added to “Cuba” as execplified in some of John F. Kennedy’s famous speeches). Mark Twain uses numerous dialects in Adventures of Huckleberry Finn, adding realism to the characters and locations he presents.
  
• Jargon—language that is appropriate for particular groups (e.g., computer jargon, medical jargon, legal jargon)
  

Note that beginning writers sometimes fall into the trap of thinking that using unnaturally formal diction makes their writing sound sophisticated.

For example, a student might write, “When the bell rang, I proceeded down the hall and approached my locker. After retrieving my biology book, I then proceeded to the next class.”

In an attempt to sound formal, the student ends up writing as if he or she were composing a crime-scene report. A good command of language allows your writer’s “voice” to sound natural and to demonstrate appropriate word choice, or diction. The best way to develop your own writing style is to practice.