Donna-Michelle Copas Glencliff High School Syntax: What’s That? Donna-Michelle Copas Glencliff High School

Bell Ringer Consider this chapter from William Faulkner’s novel, As I Lay Dying: “My Mother is a fish.” You are writing an autobiography. Each chapter of your life will be based upon a significant event. Select one of the chapters, and write it in Faulkner’s style given above. Yes, you are using economy of language and writing a one sentence chapter.

Formal Definition The arrangement and grammatical relation of words, phrases, and clauses in sentences; the ordering of words into phrases, clauses, and sentences. In this sense, syntax is an important element of an author’s style.

Ernest Hemingway’s syntax may be said to be fairly simple, with few complex sentences and few modifying elements.

In a More Technical Sense… Syntax refers to the study of the “rules” for forming the grammatical sentences of a language.

Three Components of Grammar Syntax Morphology (the study of the processes of word formation) Phonology (the study of significant speech sounds)

Why Study Syntax??? To improve writing To understand and analyze an author’s achievement of a particular effect And…

Question… How would you characterize the author’s use of syntax in this text? How does syntax serve as a component of style?

Sentence Types/Grammatical Simple (one independent clause) Compound (2 or more IC) Complex (one IC, one or more dependent clauses) Compound-Complex

Sentence Types/ Grammatical Errors Fragments Run-On or Fused Sentences Other

Kinds of Sentences/ Functional Declarative Interrogative Exclamatory Imperative

Lengths of Sentences How many words are in different sentences? Is a pattern noticeable (example: a cluster of short sentences…)?

Length of the Sentences Telegraphic—shorter than five words in length Medium ---approximately eight words in length Long and Involved (30 plus words)

Emphasis of the Sentence/Rhetorical Loose or cumulative sentence---makes complete sense if brought to a close before the actual ending OR main idea is stated at the beginning of the sentence followed by additional information Example: He resigned after denouncing his accusers and asserting his own innocence time and time again. Sentence continues after the main idea has been stated.

Emphasis of the Sentence/Rhetorical Periodic Sentence---makes sense only when the end of the sentence is reached OR main idea is withheld until the end of the sentence Example: After denouncing his accusers and asserting his own innocence time and time again, the State Department Official resigned. Main idea is suspended until the end.

Consider? Do you write more periodic or loose sentences? Do you tell all the information first and then add description or do you like to build suspense and withhold your main idea until the end (periodic)?

Emphasis of the Sentence/Rhetorical Balanced Sentence---phrases or clauses balance each other by likeness of structure, meaning, or length

Structure of Sentences How are words and phrases arranged within the sentence? How does the author begin and end his sentences? Why? What is the effect of the structure? What is the author trying to accomplish through this arrangement?

Order of the Sentence/ Sentence Patterns Natural order of sentence---subject before the predicate Subject-Verb-Complement Inverted order of a sentence---predicate before the subject Verb-Subject Used for Emphasis****

Order of the Sentence/Sentence Patterns Juxtaposition---poetic and rhetorical device placing normally unassociated ideas, words, or phrases next to one another.

Sentence Patterns Strong, active verb A question An exclamation Adverb opener Prepositional Phrase opener Inverted Word Order Conversation or quotation Apposition Adverbial clause opener Parallel structure

Beginnings of Sentences How does the author begin his sentences? For example, does the author consistently begin with introductory phrases or clauses? Why?

Beginnings of Sentences Noun or Subject Transition Subordinating Clauses Prepositional Phrases Participial Phrase Infinitive Adjective Parallel Structure

Suggested Sentence Beginnings Two adjectives Appositive “Sam, the tall,…” A Question Gerund A Past Participle A Predicate Adjective or Predicate Noun Others?

Punctuation How does the author punctuate the sentences? To what extent does the punctuation effect the meaning? Where do commas, semi-colons, and periods fall within the sentence? What is the relationship between punctuation and stanzas in a poem?

Punctuation Marks Periods Question Marks Exclamation Marks The Dash Parentheses Commas Semicolons Colons

Syntactical Elements Parallel structure---grammatical or structural similarity between sentences or parts of sentences Repetition---words, sounds, and ideas are used more than once Rhetorical question---question that requires no answer Rhetorical fragment---fragment used deliberately for persuasive purpose

Parallelism Structural similarity between sentences or parts of a sentence He was walking, running, and jumping for joy.

Repetition Words, sounds, and ideas used more than once for enhancing rhythm and creating emphasis “…government of the people, by the people, for the people, shall not perish from the earth…”

Rhetorical Question A question which expects no answer—used to draw attention to a point, stronger than a direct statement “Shall the blessed sun of heaven prove a micher and eat blackberries? A question not to be ask’d. Shall the son of England prove a thief and take purses? A question to be ask’d.”

Anaphora Repetition of the same word or group of words at the beginning of successive clauses “We shall fight on the beaches, we shall fight on the landing—grounds , we shall fight in the fields and the streets, we shall fight in the hills.”

Antithesis A contrast used for emphasis “India is a poetic nation, yet it demands new electrical plants. It is a mystical nation, yet it wants new roads.”

Juxtaposition Unassociated ideas, words, or phrases placed next to one another, creating an effect of surprise “The apparition of these faces in the crowd: Petals on a wet, black bough.”

Asyndeton Deliberate omission of conjunctions in a series of related clauses “I came. I saw. I conquered.”

Polysyndeton Deliberate use of many conjunctions for special emphasis “The meal was huge—my mother fixed okra and green beans and ham and apple pie and green pickled tomatoes and ambrosia salad and all manner of fine country food..”

Chiasmus Sentence strategy in which the arrangement of ideas in the second clause is a reversal of the first “Ask not what your country can do for you: ask what you can do for your country.”

Epistrophe The same word is repeated at the end of successive clauses, phrases, or sentences. “I believe we should fight for justice. You believe we should fight for justice. How can we not, then, fight for justice.” ML King

Zeugma Use of a verb that has two different meanings with objects that complement both meanings “He stole both her car and her heart that fateful night.”

Other Considerations Language: What use does the author make of figurative language or colloquial expressions? General or Specific Abstract or Concrete Formal or Informal Polysyllabic or Monosyllabic Common Words or Jargon Denotative or Connotative

Other Considerations Word Order Use of similar words Always consider the effect Perspective Interruptions

Always look for the contrast/ the shift/ the transition. Other Considerations A shift in word order Always look for the contrast/ the shift/ the transition.

Your Turn… Examine the use of syntax in a text Identify the elements of grammatical structure Tell the effect of the structural / syntactical elements

Examining Syntax Within a Single Sentence Look at the four excerpts. Identify elements of syntax. What is the effect of the syntax on the reader?

AP Question Paret selection Read the prompt and the selection How does the writer use syntax to produce his effect?

Syntax Chart Use this chart to analyze text Use the chart to reflect on personal writing

Chart page 47 What do we learn from the examination of the syntax? How and why does Norman Mailer, the author, manipulate the syntax?

“A Typical School Day” Examining the Diction and syntax. Follow Directions on the page

A Closer Look at My Writing Reflection Use the chart as a tool to further examine writing Categories can change or may be personalized for each student

Practical Writing Lesson Examine the syntax in the essay. Patterns? Effect of the syntactical elements?

Class Activities on Syntax Read and examine a literary passage with focus on how the words and length echo or support the action. Use the SOS (Sentence Opening Sheet). Draw conclusions. Reflect.

Activities Assign a short passage Use cooperative groups to read, incorporate the SOS, and draw conclusions Reflection IS SOOOOOO important.

Activities Assign for homework a short passage to read and write an individual analysis of the author’s syntactical style

Activities Have students use the SOS or “A Closer Look” to examine their own essays or a peer. Write evaluations based on the analysis. Revise essays for a more effective syntactical style.

Rewrite Loose Sentences to Periodic Sentences Florence Nightingale faced problems of official etiquette and red tape when she tried to improve conditions for the wounded soldiers at Scutari. She was months completing jobs that should have been done in days as if she had not been obliged to follow an elaborate set of rules. Finally, she took things into her own hands and ignored the time-consuming rules. The wounded were made clean and comfortable only after great effort by this brave woman. She is called the founder of the nursing profession because of the great work that she did in the Crimean War.

Arrange Ideas in Order of Importance I call upon you to give your money, your time, your lives for peace. The man has lost his money, ruined his home, destroyed his honor.