Reminders Outliers First Reading Quiz – tomorrow Vocabulary Unit 10 begins next week

Voice Lesson: Syntax

Syntax… Syntax is the way words are arranged in sentences. In other words, syntax is sentence structure. Syntax includes these important elements: Sentence parts Word order Sentence length Punctuation Experimenting with syntax is about playing with the way we express ideas You don’t need to be a grammar expert, but you do need to have some basic grammar vocabulary in order to understand syntax.

Sentence Vocabulary Subjects and Verbs Sentence has a SUBJECT and VERB and expresses a complete thought. Subject (part of the sentence that expresses what the sentence is about; it’s the TOPIC) Verb (part of the sentence that expresses the action OR connects the subject with the other words) EX (simple sentences): The lion ran into the wilderness. (verb expresses the action) The lion is a wild animal. (verb connects subject and whatever the sentence says about the subject)

Sentence Vocabulary Clauses and Phrases Clause – group of related words that HAS a subject and a verb Phrase – group of related words that has NO subject or verb Ex (simple sentence): The lion ran into the wilderness. (Which part is the clause and which part is a phrase?) Clause – The lion ran Phrase – into the wilderness

Sentence Vocabulary Fragments Group of words that is punctuated like a sentence but is not really a sentence. There may not be a verb, or the words may not express a complete thought. It looks like a sentence but does not meet all the criteria for being a sentence. Ex: The lion is a wild animal. Really wild. At its best, a sentence fragment is used for emphasis, to point out the importance of an idea. Sentence fragments can be powerful, but only if you do not overuse them. Overuse reduces effectiveness.

Word Order Normal word order in English: Subject first, then verb and other details. Changing word order changes the meaning. Even when playing with the normal word order can change the meaning: Jim said that he drives only a truck. (He drives nothing else.) Jim said that only he drives a truck. (No one else drives a truck.) Jim only said that he drives a truck. (He probably doesn’t really drive a truck.) Only Jim said that he drives a truck. (No one else said it.) Expert writers sometimes do this for special effect or for emphasis Am I ever happy about my report card! Pizza I want – not soup.

Sentence Length Sentences come in all shapes and sizes from one word (Help!) to very long and complicated sentences. Writers vary sentence length: to keep their readers interested to control what their readers pay attention to. Modern Writers tend to: Use short sentences to put main ideas Use longer sentences to develop and expand their main ideas

Punctuation Punctuation is power in writing! Punctuation helps us understand the written word. In speech, we pause and use expression in our voices and on our faces to help the listener understand us. Writing has to depend on punctuation. Punctuation helps us fine-tune language and say what we really want to say. Most common used in shaping voice: Semicolon Colon Dash Italics

Semicolon Joins two or more clauses when there is no connecting word (and, but, or). When you use a semicolon is used, all clauses are equally important, and the reader should pay equal attention to them all. Example: He is my best friend; I have known him most of my life.

Colon The colon tells the reader that something important will follow. Don’t confuse the use of colon with semicolon The semicolon shows equal importance. Colon throws emphasis on what comes after it. Example: He is my best friend: he helps me through hard times and celebrates good times with me.

Dash Marks a sudden change in thought or sets off a summary. Parentheses can do this too! The dash is more informal and conversational. Example: John – my best friend – lives right down the street.

Italics Italics are used to talk about a word as a word. Ex: He used the word really too many times in that paragraph. When we handwrite something, we show italics by underlining. Example: Of all the people I’ve ever known, John is my best friend.

Final Thoughts: Syntax The best way – indeed the only way – to master syntax is to read, read, read. Read the works of expert writers. You will find that simply by reading, your writing will improve!

Read and Think: Copy the sentence. What is the subject of the sentence? (underline it) What is the main verb? (circle it) Is this the usual word order of subjects and verbs in English? How would the meaning and impact of the sentence be different if it read: The peaceful weeks which followed were like sunshine after storm. Like sunshine after storm were the peaceful weeks which followed. -- Louisa May Alcott, Little Women

Focus Statement Today, the topic is success and the goal is to initiate and participate in collaborative discussions to construct a definition of success and make new connections in light of the evidence and reasoning presented.

Unit Three: The Secret of Success Synthesis the information at your group’s original station – write it on a blank piece of paper and tape to the front of chart paper (analyze everyone’s responses and come up with one coherent answer) Now, as a group construct a definition of success

Unit Essential Questions: How is our definition of success constructed?  How has society’s definition of success changed or remained the same? Why do some people excel and others don’t? In the face of adversity, what causes some people to prevail while others fail?

What is the book Outliers about? There is a story that is usually told about extremely successful people, a story that focuses on intelligence and ambition. Gladwell argues that the true story of success is very different, and that if we want to understand how some people thrive, we should spend more time looking around them-at such things as their family, their birthplace, or even their birth date. And in revealing that hidden logic, Gladwell presents a fascinating and provocative blueprint for making the most of human potential. *www.gladwell.com/outliers

Building His Argument – Chapter 1 Gladwell outlines his thesis for his book, Outliers, in chapter 1. Identify the thesis. (Hint: It is a full paragraph.) With your small group, identify Gladwell’s argument in Chapter 1 (“The Matthew Effect”). In other words, what is Gladwell trying to convince/show the reader in Chapter 1? What makes his argument effective? This chapter is broken down into 6 sub-sections. What does he do in each section to build his argument? Create a chart and look in each section for the ‘moves’ he makes as a writer to build his argument.

Building His Argument – Chapter 2 With your small group, review what Gladwell’s argument is for Chapter 2 (“The 10,000 Hour Rule”). In other words, what is Gladwell trying to convince/show the reader in Chapter 2? What makes his argument effective? This chapter is broken down into 6 sub-sections. What does he do in each section to build his argument? Create a chart and look in each section for the ‘moves’ he makes as a writer to build his argument.

What is the GIST of this section? What does Gladwell do in this section that is effective in building his argument? 1   2 3 4 5 6