Writing about Literature
Elements of the Essay
Tone (and Audience)
Although your reader or audience isn't an element in your essay, tone is. And tone and audience are closely interrelated. In everyday life, the tone we adopt has everything to do with whom we are talking to and what situation we're in. For example, we talk very differently to our parents than to our best friends. And in different situations we talk to the same person in different ways. What tone do you adopt with your best friends when you want to borrow money? when you need advice? when you're giving advice? when you're deciding whether to eat pizza or sushi? In each case you act on your knowledge of who your friends are, what information they already have, and what their response is likely to be. But you also try to adopt a tone that will encourage them to respond in a certain way.
In writing, as in everyday life, your audience, situation, and purpose should shape your tone. Conversely, your tone will shape your audience's response. You need to figure out both who your readers are and what response you want to elicit. Who is your audience? When you write an essay for class, the obvious answer is your instructor. But in an important sense, that is the wrong answer. Although your instructor could literally be the only person besides you who will ever read your essay, you write about literature to learn how to write for an audience of peerspeople a lot like you who are sensible and educated and who will appreciate having a literary work explained so that they can understand it more fully. Picture your reader as someone about your own age with roughly the same educational background. Assume the person has some experience in reading literature, but that he or she has read this particular work only once and has not yet closely analyzed it. You should neither be insulting and explain the obvious nor assume that your reader has noticed, considered, and remembered every detail.
Should you, then, altogether ignore the obvious fact that an instructorwho probably has a master's degree or doctorate in literatureis your actual reader? Not altogether: you don't want to get so carried away with speaking to people of your own age and interests that you slip into slang, or feel the need to explain what a stanza is, or leave unexplained an allusion to your favorite movie. Even though you do want to learn from the advice and guidelines your instructor has given, try not to be preoccupied with the idea that you are writing for someone "in authority" or someone utterly different from yourself.
Above all, don't think of yourself as writing for a captive audience, for readers who have to read what you write or who already see the text as you do. (If that were the case, there wouldn't be much point in writing at all.) It is not always easy to know how interested your readers will be or how their views might differ from yours, so you must make the most of every word. Remember that the purpose of your essay is to persuade readers to see the text your way. That process begins with persuading them that you deserve their attention and respect. The tone of your paper should be serious and straightforward, respectful toward your readers and the literary work. But its approach and vocabulary, while formal enough for academic writing, should be lively enough to interest someone like you. Try to imagine, as your ideal reader, the person in class whom you most respect but who often seems to see things differently from you. Write to capture and hold that person's attention and respect. Encourage your reader to adopt a desirable stance toward your essay by adopting that same stance in your essay. Engage and convince your reader by demonstrating your engagement and conviction. Encourage your reader to keep an open mind by showing that you have done the same.