SPACE CAT

In the world of AP English Language and Composition, the Rhetorical Situation is the foundation of everything you’ll read and write. It’s the "big picture" context—the set of circumstances surrounding a piece of communication that shapes how it is created and understood.

Think of it this way: no text exists in a vacuum. A speech delivered at a funeral is fundamentally different from a speech delivered at a pep rally because the rhetorical situation has changed.

What is SPACE CAT?

SPACE CAT is a reliable mnemonic used to help students deconstruct the rhetorical situation (SPACE) and analyze the choices the author makes (CAT).

Part 1: SPACE (The Rhetorical Situation)

Speaker

Who is the person (or group) delivering the message? This goes beyond just a name. You must consider their credentials, their persona (the "mask" they wear for the audience), their biases, and their authority on the subject.

• Ask: What do we know about the person's background or beliefs that influences the text?

Purpose

What does the speaker hope to achieve? This is the "why." Usually, a speaker wants to persuade, inform, entertain, or call the audience to action.

• Ask: What is the speaker's ultimate goal? (e.g., "To convince the board to increase the budget.")

Audience

Who is the intended recipient of the message? A speaker tailors their language, tone, and evidence to fit the specific values and knowledge of their listeners.

• Ask: What are the audience's shared values, beliefs, or misconceptions?

Context

This is the broad "historical weather" surrounding the text. It includes the social, political, and cultural movements of the time.

• Ask: What was happening in the world when this was written/spoken?

Exigence

Often confused with "purpose," exigence is the specific spark or "the why now?" It is the immediate event or situation that triggered the speaker to create the text.

• Ask: What happened today or this week that made the speaker feel they had to speak up?

Part 2: CAT (The Rhetorical Analysis)

Once you understand the situation, you look at what the speaker does with it.

Choices

These are the "moves" the author makes. It includes everything from specific diction (word choice) and syntax (sentence structure) to the use of anecdotes or data.

• Note: You should always link a choice to the Audience or Purpose.

Appeals

These are the classic Aristotelian modes of persuasion:

• Ethos: Establishing credibility or moral character.

• Logos: Using logic, facts, and "if/then" reasoning.

• Pathos: Tapping into the audience's emotions (fear, pride, pity).

Tone

This is the speaker’s attitude toward the subject matter. Tone is created through diction and imagery and can shift throughout a piece.

• Ask: Is the speaker being sarcastic, somber, urgent, or clinical?

In the context of AP English Language and Composition, the Speaker is the first element of the rhetorical triangle (SOAPS). Understanding the speaker goes far beyond just identifying a name; it’s about analyzing the persona the writer adopts to make their argument more persuasive.

1. Definition: The "Speaker" vs. The "Author"

In AP Lang, we distinguish between the Author (the real person) and the Speaker (the voice or persona they project).

The speaker is the personality, background, and ethical stance that the writer presents to the audience. This includes their:

• Credentials/Authority: Why should we listen to them?

• Values/Biases: What do they believe in?

• Tone: What is their attitude toward the subject?

2. Example: Abraham Lincoln’s Gettysburg Address

If you were analyzing this famous speech:

• The Author: Abraham Lincoln, the 16th U.S. President.

• The Speaker: A somber, humble leader and "Commander-in-Chief" who views himself not as a politician, but as a fellow mourner honoring the dead to preserve the Union.

• The Nuance: If Lincoln had spoken as a "Triumphant Conqueror," the speech would have failed. By adopting the persona of a "Humble Servant," he successfully unified a fractured nation.

3. Application to AP Lang & Essay Writing

When you are writing the Rhetorical Analysis (Q2) essay, the speaker is the "S" in your SOAPS analysis. Here is how the speaker influences the writing:

Establishing Ethos (Credibility)

The speaker’s identity dictates their Ethos.

• Application: If a speaker is a doctor writing about health, they will use medical jargon to project expertise. If they are a student writing to a school board, they might use personal anecdotes to project "lived experience."

Determining Tone and Diction

The speaker’s "voice" determines the words they choose.

• Application: A speaker who identifies as a "Relatable Peer" will use colloquial language and contractions. A speaker who identifies as a "Formal Academic" will use complex syntax and elevated vocabulary.

Shaping the Argument

The speaker’s background limits or expands what they can say.

• Application: In your own Argument (Q3) or Synthesis (Q1) essays, you must decide what "persona" you are taking on. Are you writing as a concerned citizen? A logical researcher? A passionate advocate? Your choice of "Speaker" will change which evidence you prioritize.

How to Write About the Speaker

Avoid saying: "The speaker is [Name]." Instead, use attributive adjectives to describe the speaker’s persona:

In the AP Lang universe, Purpose is the "Why" behind the "What." It is the specific change the speaker wants to see in the world or the specific reaction they want to elicit from the audience.

Think of it this way: if the Message is the information, the Purpose is the goal.

1. Definition: The Goal of the Rhetoric

Purpose is the objective a writer or speaker hopes to achieve. In AP Lang, we rarely use simple verbs like "to inform" or "to persuade." Instead, we look for active, infinitive phrases that describe a specific shift in the audience's mind or behavior.

Common "Purpose Verbs" include:

• To galvanize (to shock or excite into action).

• To denounce (to publicly declare as wrong).

• To reconcile (to restore friendly relations).

• To elucidate (to make something clear; explain).

2. Example: Florence Kelley’s Speech on Child Labor

If you were analyzing Kelley’s 1905 speech to the National American Woman Suffrage Association:

• The Message: Children are working long hours in dangerous factories while we sleep.

• The Purpose: To shame the enfranchised audience into supporting child labor laws and to urge women to use their social influence to lobby for voting rights.

• The Nuance: Her purpose isn't just "to talk about kids"; it’s to create a sense of moral urgency that forces her audience to take political action.

3. Application to AP Lang & Essay Writing

When writing your Rhetorical Analysis (Q2), the purpose acts as the "North Star" for your entire essay. Every strategy you identify must be linked back to how it helps achieve this purpose.

The "So What?" Factor

When you identify a rhetorical device (like a metaphor or anaphora), you must explain how it serves the purpose.

• Weak Analysis: "The author uses a metaphor to describe war."

• AP-Level Analysis: "The author employs a grisly metaphor of a 'meat grinder' to underscore the senseless waste of life, thereby cultivating a sense of horror in the audience that serves his purpose of advocating for a ceasefire."

Drafting the Thesis Statement

Your thesis for a Q2 essay should almost always include the purpose. Use this formula:

Synthesis and Argument (Q1 & Q3)

In your own writing, having a clear purpose prevents "rambling."

• Before you write, ask: Do I want my reader to change their mind, donate money, vote, or simply understand a complex issue? * Your purpose will dictate your Tone. If your purpose is to warn, your tone should be urgent. If your purpose is to celebrate, your tone should be eloquent and bright.

How to Avoid the "Purpose Pitfall"

A common mistake is confusing Purpose with Subject.

• Subject: Global Warming. (What the text is about).

• Purpose: To compel legislators to pass carbon tax credits. (What the text is trying to do).

In the AP Lang rhetorical situation, the Audience is the "Who." However, the College Board expects you to look past the general "reader" and identify the intended or target audience—the specific group of people who have the power to help the speaker achieve their purpose.

1. Definition: The Intended vs. Secondary Audience

The audience consists of the individuals or groups who receive the message. In a rhetorical analysis, we categorize them based on their relationship to the speaker:

• Immediate (Intended) Audience: The people sitting in the room or the specific group the writer is addressing (e.g., "The graduating class of 2024").

• Secondary (Mediated) Audience: People who might see the text later via social media, news, or history books.

• Hostile, Neutral, or Friendly: This describes the audience's attitude toward the speaker's message before they start reading.

2. Example: Martin Luther King Jr.’s Letter from Birmingham Jail

If you were analyzing this text, identifying the audience is critical to understanding his tone:

• The Specific Audience: Eight white clergymen who had published a statement calling King’s protests "unwise and untimely."

• The Secondary Audience: Moderate white Americans who were sympathetic to Civil Rights but afraid of social unrest.

• The Impact: Because his primary audience was religious leaders, King uses biblical allusions and ecclesiastical language. If he were writing to college students, his rhetorical choices would have been entirely different.

3. Application to AP Lang & Essay Writing

In your Rhetorical Analysis (Q2), the audience is the bridge between the Speaker's Strategies and the Purpose. You must explain why a specific strategy works for that specific group.

Analyzing "Audience Beliefs"

To get the high-level analysis points, ask: What does this audience value? What are they afraid of?

• Application: If the audience values "tradition," the speaker will likely use historical analogies. If the audience values "innovation," the speaker will use forward-looking diction.

The "Audience Shift"

The best AP essays track how the speaker moves the audience from Point A to Point B.

• Point A: The audience's initial resistance or ignorance.

• Point B: The audience's eventual agreement or call to action.

Application in Argument (Q3)

When you write your own argument, you must "target" a hypothetical audience.

• Tip: Don't write to your teacher. Write to a "skeptical but reasonable" reader. This forces you to use concessions and rebuttals (acknowledging the other side), which shows the AP graders that you understand how to navigate an audience's potential objections.

How to Write About the Audience

Avoid saying: "The audience is the reader." Use descriptors that define their relationship to the topic:

1. Definition: The Intended vs. Secondary Audience

The audience consists of the individuals or groups who receive the message. In a rhetorical analysis, we categorize them based on their relationship to the speaker:

• Immediate (Intended) Audience: The people sitting in the room or the specific group the writer is addressing (e.g., "The graduating class of 2024").

• Secondary (Mediated) Audience: People who might see the text later via social media, news, or history books.

• Hostile, Neutral, or Friendly: This describes the audience's attitude toward the speaker's message before they start reading.

2. Example: Martin Luther King Jr.’s Letter from Birmingham Jail

If you were analyzing this text, identifying the audience is critical to understanding his tone:

• The Specific Audience: Eight white clergymen who had published a statement calling King’s protests "unwise and untimely."

• The Secondary Audience: Moderate white Americans who were sympathetic to Civil Rights but afraid of social unrest.

• The Impact: Because his primary audience was religious leaders, King uses biblical allusions and ecclesiastical language. If he were writing to college students, his rhetorical choices would have been entirely different.

3. Application to AP Lang & Essay Writing

In your Rhetorical Analysis (Q2), the audience is the bridge between the Speaker's Strategies and the Purpose. You must explain why a specific strategy works for that specific group.

Analyzing "Audience Beliefs"

To get the high-level analysis points, ask: What does this audience value? What are they afraid of?

• Application: If the audience values "tradition," the speaker will likely use historical analogies. If the audience values "innovation," the speaker will use forward-looking diction.

The "Audience Shift"

The best AP essays track how the speaker moves the audience from Point A to Point B.

• Point A: The audience's initial resistance or ignorance.

• Point B: The audience's eventual agreement or call to action.

Application in Argument (Q3)

When you write your own argument, you must "target" a hypothetical audience.

• Tip: Don't write to your teacher. Write to a "skeptical but reasonable" reader. This forces you to use concessions and rebuttals (acknowledging the other side), which shows the AP graders that you understand how to navigate an audience's potential objections.

How to Write About the Audience

Avoid saying: "The audience is the reader." Use descriptors that define their relationship to the topic:

The "Audience Check" Table

When reading a prompt, quickly fill this out to sharpen your analysis:

In the AP Lang rhetorical situation, Context is the "When and Where." It refers to the specific circumstances, atmosphere, and events surrounding the creation of a text. Without context, a speech is just words; with context, it becomes a historical or social weapon.

1. Definition: The "Big Picture" and "Small Picture"

Context isn't just a date on a calendar. It is the intersection of several layers:

• Historical Context: Major global or national events (wars, revolutions, economic depressions).

• Cultural Context: The social norms, values, and "mood" of the era (the Civil Rights Movement, the Industrial Revolution, the Digital Age).

• Immediate Context (Exigence): The specific event that "triggered" the writing. For example, a tragedy that occurred yesterday or a bill being voted on tomorrow.

2. Example: Queen Elizabeth I’s Speech to the Troops at Tilbury (1588)

To understand why this speech is powerful, you must know the context:

• The Big Picture: England (a smaller power) was facing the Spanish Armada (the superpower of the time).

• The Immediate Context: The Spanish ships were literally off the coast; an invasion was expected at any moment.

• The Social Context: As a female monarch, many of her soldiers doubted her ability to lead in battle.

• The Impact: Because of this context, she chose to say, "I have the body of a weak and feeble woman; but I have the heart and stomach of a king." This line only works because she is addressing the specific cultural doubt of her time.

3. Application to AP Lang & Essay Writing

In the Rhetorical Analysis (Q2), context allows you to explain why a speaker’s choices were necessary.

The "Urgency" Factor

Context creates Kairos—the idea of the "right time" for an argument.

• Application: If you are analyzing a speech about climate change, the context of a recent record-breaking heatwave makes the speaker's scare tactics more effective. Without that context, the speaker might just seem "dramatic."

Context in the Introduction

In your essay intro, context serves as the "hook." You should move from the broad context to your specific thesis.

• Formula: "In [Year], during the [Historical Event], [Speaker] delivered [Title] to [Audience] in order to [Purpose]."

Context in your Argument (Q3)

When you write your own argument, you must provide context for your evidence.

• Don't just say: "The civil rights movement shows that protest works."

• Do say: "In the high-tension atmosphere of the 1960s, where systemic segregation was the legal norm, the Montgomery Bus Boycotts utilized economic pressure to force a social shift." (This shows you understand the environment that made the evidence valid).

How to Distinguish Context from "Exigence"

These two are often confused:

• Context: The general "weather" or environment (e.g., The Cold War).

• Exigence: The "lightning bolt" or specific spark that made the author sit down and write right now (e.g., The launch of Sputnik).

The "Context Quick-Check"

When you read a prompt, ask yourself these three questions to find the context:

1. What just happened? (The news/event)

2. What is everyone thinking about? (The social mood/fear/hope)

3. Why does this matter now instead of ten years ago? (The urgency)

In the AP Lang rhetorical situation, Exigence is the "Spark." While Context is the general atmosphere (the weather), Exigence is the specific bolt of lightning that compelled the speaker to pick up a pen or stand at a podium at that exact moment.

1. Definition: The "Urgent Need"

Exigence is the specific occasion, sudden event, or "gap" in a situation that demands a rhetorical response. It is the problem that cannot wait.

• Internal Exigence: A personal realization or moral conviction that forces the author to speak out.

• External Exigence: A public event, a tragedy, a new law, or a specific attack on the speaker’s character.

2. Example: The Challenger Disaster Speech (1986)

• The Context: The Cold War, the Space Race, and the 1980s era of American technological pride.

• The Exigence: On January 28, 1986, the Space Shuttle Challenger exploded on live television.

• The Rhetorical Result: President Ronald Reagan was scheduled to give the State of the Union address (a political speech). Because of the exigence (the explosion), he canceled that speech and instead gave a televised eulogy to comfort a grieving nation. The tragedy demanded a different kind of rhetoric.

3. Application to AP Lang & Essay Writing

In your Rhetorical Analysis (Q2), identifying the exigence is the secret to moving from a "good" essay to an "advanced" one. It shows you understand the motivation behind the words.

Linking Strategy to Exigence

When you analyze a text, explain how the speaker’s choices "meet the moment."

• Application: If the exigence is a violent riot, the speaker will likely use pacifying diction and inclusive pronouns ("we," "us") to lower the temperature.

• Analysis Sentence: "In response to the immediate exigence of the rising tensions in the colony, Patrick Henry utilizes an urgent, repetitive syntax to convince his audience that the time for debate has passed."

Establishing Your Own Exigence (Q3 Argument)

In a Q3 essay, you are often given a prompt about a broad concept (like "the value of creativity"). To make your essay feel important, you should create a "rhetorical exigence" in your intro.

• How to do it: Don't just say "Creativity is good." Say "In an era increasingly dominated by standardized testing and artificial intelligence, the need for human creativity has never been more vital."

• Why it works: This tells the grader that your argument isn't just a classroom exercise—it’s a necessary response to a modern problem.

In the AP Lang rhetorical situation, Exigence is the "Spark." While Context is the general atmosphere (the weather), Exigence is the specific bolt of lightning that compelled the speaker to pick up a pen or stand at a podium at that exact moment.

1. Definition: The "Urgent Need"

Exigence is the specific occasion, sudden event, or "gap" in a situation that demands a rhetorical response. It is the problem that cannot wait.

• Internal Exigence: A personal realization or moral conviction that forces the author to speak out.

• External Exigence: A public event, a tragedy, a new law, or a specific attack on the speaker’s character.

2. Example: The Challenger Disaster Speech (1986)

• The Context: The Cold War, the Space Race, and the 1980s era of American technological pride.

• The Exigence: On January 28, 1986, the Space Shuttle Challenger exploded on live television.

• The Rhetorical Result: President Ronald Reagan was scheduled to give the State of the Union address (a political speech). Because of the exigence (the explosion), he canceled that speech and instead gave a televised eulogy to comfort a grieving nation. The tragedy demanded a different kind of rhetoric.

3. Application to AP Lang & Essay Writing

In your Rhetorical Analysis (Q2), identifying the exigence is the secret to moving from a "good" essay to an "advanced" one. It shows you understand the motivation behind the words.

Linking Strategy to Exigence

When you analyze a text, explain how the speaker’s choices "meet the moment."

• Application: If the exigence is a violent riot, the speaker will likely use pacifying diction and inclusive pronouns ("we," "us") to lower the temperature.

• Analysis Sentence: "In response to the immediate exigence of the rising tensions in the colony, Patrick Henry utilizes an urgent, repetitive syntax to convince his audience that the time for debate has passed."

Establishing Your Own Exigence (Q3 Argument)

In a Q3 essay, you are often given a prompt about a broad concept (like "the value of creativity"). To make your essay feel important, you should create a "rhetorical exigence" in your intro.

• How to do it: Don't just say "Creativity is good." Say "In an era increasingly dominated by standardized testing and artificial intelligence, the need for human creativity has never been more vital."

• Why it works: This tells the grader that your argument isn't just a classroom exercise—it’s a necessary response to a modern problem.

Context vs. Exigence: The Cheat Sheet

Students often mix these up. Here is the easiest way to separate them:

How to use it in your Thesis

If you want to impress your reader, include the exigence in your introduction:

In the AP Lang world, Choices (often called Rhetorical Choices) are the "How." This is the meat of your Rhetorical Analysis (Q2) essay. A "choice" is any deliberate action a writer takes to help achieve their purpose and move their audience.

1. Definition: More Than Just "Devices"

A common mistake is thinking choices are just a list of literary devices (like metaphor or alliteration). In AP Lang, a choice is a verb. It is something the writer does.

• Weak (Nouns): "The author uses a metaphor and diction."

• Strong (Verbs): "The author juxtaposes the bleakness of the past with the hope of the future" or "establishes a sense of urgency through short, clipped sentences."

2. Examples: Categorizing Choices

To write a high-scoring essay, you should group small "moves" into larger categories of choices:

3. Application to AP Lang & Essay Writing

When you write your Rhetorical Analysis (Q2), the "Choices" are what you fill your body paragraphs with. You must connect the Choice to the Audience and the Purpose.

The "Analysis Bridge"

The most important part of your essay is the "bridge" where you explain why a choice was made.

• The Choice: The author uses an allusion to the Bible.

• The Audience Connection: Because the audience is deeply religious.

• The Purpose: This makes the author's argument feel like a moral command rather than just a political opinion.

How to identify choices in a prompt

As you read the passage, don't just look for "metaphors." Look for:

1. Patterns: Does the author keep repeating the same word? (Anaphora/Repetition)

2. Contrast: Does the author compare two very different things? (Juxtaposition)

3. Intensity: Where does the language get "loudest" or most emotional? (Selection of Detail)

How to Write About Choices (The Formula)

Avoid saying: "The author uses [device]." Instead, use this "Choice-to-Effect" template:

Example:

Pro-Tip: The "Small-to-Big" Rule

Never identify a choice without explaining its function. If you find a metaphor, ask yourself: "If the author had used a dry statistic here instead of this metaphor, how would the audience feel differently?" The answer to that question is your analysis.

In AP Lang, Appeals are the strategic "hooks" a speaker uses to persuade an audience. While "Choices" are the specific actions (like a metaphor or a long sentence), Appeals are the psychological categories those choices fall into.

These are the famous "Big Three" of Aristotle’s Rhetorical Triangle: Ethos, Pathos, and Logos.

1. Ethos (Appeal to Credibility & Character)

Definition

Ethos is an appeal to the speaker's authority, reliability, and moral character. It answers the audience's subconscious question: "Why should I trust you?"

How it’s Created

• Credentials: Listing titles, degrees, or years of experience.

• Shared Values: Proving the speaker cares about the same things as the audience (e.g., "As a fellow parent...").

• Fairness: Acknowledging the other side of an argument (concession) to show they aren't biased.

Application to AP Lang

In a Rhetorical Analysis (Q2), don't just say "The author has ethos." Instead, explain how they establish it.

• Example: If a speaker is a former prisoner writing about prison reform, their ethos comes from first-hand experience.

• Analysis Sentence: "By referencing her twenty years of legal practice, [Author] buttresses her ethos, ensuring the audience views her not as a critic, but as a vetted expert."

2. Pathos (Appeal to Emotion)

Definition

Pathos is an appeal to the audience’s emotions, desires, or fears. It aims to make the audience feel something so they are moved to do something.

How it’s Created

• Sensory Imagery: Vivid descriptions that make a scene feel real.

• Anecdotes: Personal, heartbreaking, or inspiring stories.

• Loaded Diction: Using words with heavy emotional weight (e.g., "innocent victims" vs. "people").

Application to AP Lang

Pathos is powerful but dangerous. In your essay, identify which emotion is being targeted. Is it guilt? Patriotism? Anger?

• Example: A charity showing a photo of a hungry child is using pathos to trigger compassion and urgency.

• Analysis Sentence: "Through the harrowing imagery of the battlefield, [Speaker] stirs a sense of collective grief within the audience, effectively priming them to support his call for peace."

3. Logos (Appeal to Logic & Reason)

Definition

Logos is an appeal to the audience's intellectual side. It uses clear reasoning, facts, and organizational logic to make an argument feel "undeniable."

How it’s Created

• Facts/Statistics: Hard data and "cold" numbers.

• If-Then Statements: Using deductive reasoning (e.g., "If we value freedom, then we must protect the press").

• Cause and Effect: Clearly linking a specific action to a specific result.

Application to AP Lang

Logos is the "brain" of the essay. It makes the speaker seem objective and rational.

• Example: A scientist using a graph of rising CO2 levels to prove climate change is using logos.

• Analysis Sentence: "By providing a logical sequence of economic data, [Author] appeals to the audience's reason, making the proposed tax hike seem like an inevitable necessity rather than a political choice."

Summary Table: The Appeals in Action

The "Golden Rule" for AP Lang Essays

Never use the appeals as nouns.

• Bad: "The author uses pathos." (This is too vague).

• Good: "The author appeals to the audience's sense of justice (Pathos) by..."

• Better: "The author evokes a feeling of indignation (Pathos) in the reader to..."

In the AP Lang rhetorical situation, Tone is the "Attitude." It is the speaker’s or author’s stance toward their subject matter or their audience.

Tone is not what the speaker says, but how they say it. In a rhetorical analysis essay, tone is the "flavor" of the entire piece.

1. Definition: The Emotional Atmosphere

Tone is the stylistic expression of a speaker's attitude. It is created through a combination of Diction (word choice), Syntax (sentence structure), and Imagery.

• Crucial Rule: Tone is almost never "neutral." Every writer has an angle.

• The "Tone Shift": Most high-level AP texts don't stay in one tone. A speaker might start nostalgic to build a connection and end urgent to demand action. Identifying this shift is a "Level 6" analysis move.

2. Examples: Low-Level vs. High-Level Tone Words

To score well, you must move beyond simple words like "happy" or "sad." You need precise, academic adjectives.

3. Application to AP Lang & Essay Writing

Tone is the "vibe check" of your analysis. It tells the reader if the speaker is trying to be a friend, a boss, a judge, or a mourner.

How Tone Influences the Rhetorical Triangle

• Tone + Speaker: A candid tone makes a speaker seem more trustworthy (Ethos).

• Tone + Audience: A condescending tone will likely alienate a hostile audience but might rally a crowd that already agrees with the speaker.

• Tone + Purpose: If the purpose is to warn, the tone must be foreboding or strident.

Writing about Tone in the Q2 Essay

When writing your analysis, always use a Tone Adjective before the word "tone."

• Weak: "The author's tone shows he is mad about the tax."

• Strong: "Through his incendiary diction, the author adopts an indignant tone, effectively channeling the audience's frustrations into a collective call for reform."

Using Tone in your own Argument (Q3)

In your own writing, your tone should match your claim.

• If you are arguing for a serious policy change, stay authoritative and measured.

• If you are writing a personal reflection, you can be introspective or whimsical.

The "Tone Formula" for Analysis

When you see a specific device, ask: Device + Attitude = Tone.

How to find the Tone (The "DIDLS" Method)

If you're stuck, look at these five things in the passage:

1. Diction: Are the words "flowery" or "harsh"?

2. Imagery: Does the author describe a "sunny meadow" or a "jagged wasteland"?

3. Details: What facts does the author leave out? (Leaving out positive facts creates a negative tone).

4. Language: Is it formal, informal, or slang?

5. Sentence Structure: Are the sentences short and punchy (aggressive) or long and flowing (thoughtful)?