Criteria for Syntax Analysis The Power of Word Combinations

I. Syntax Indicators A. Sentence Function Declarative Interrogative Imperative Exclamatory B. Grammatical Classification Simple Sentence Compound Sentence Complex Sentence Compound-Complex Sentence C. Sentence Length Short Long Combination D. Rhetorical Sentences Periodic Cumulative Rhetorical Question

A. Sentence Function Declarative Makes a Statement You ate lunch. Interrogative Asks a question Did you eat lunch? Imperative Gives a command Eat your lunch now. Exclamatory Expresses strong feeling Please eat your lunch!

B. Grammatical Classification Simple Sentence NO dependent 1 Independent No boxes or circles John and Mary waved at Sue. Compound Sentence 2 or more independent Boxes only John and Mary waved, but they did not speak. Complex Sentence 1 or more dependent 1 independent Circles only Although John and Mary waved at Sue, they did not speak. Compound-Complex Sentence Boxes AND Circles Although John and Mary waved at Sue, they did not speak; however, the wave was friendly enough.

Short, Long, or Combination. C. Sentence Length Short, Long, or Combination. *Lengthy sentences followed by a very short one will effectively stress a point.

D. Rhetorical Sentences Periodic Sentence Main idea (S and V) comes at the end Not grammatically complete until the end Sitting in her lounge chair, sunglasses shielding her eyes, head tilting to the side, her book lying open on her lap, Susan patiently waited. Cumulative Sentence Begins with the main idea (independent clause) Followed by phrases and clauses which elaborate upon the main idea Susan patiently waited, sitting in her lounge chair, sunglasses shielding her eyes, head tilting to the side, her book lying open on her lap. Rhetorical Question A question which does not require an answer because the answer is obvious I am a Jew. Hath not a Jew eyes? Hath not a Jew hands, organs, dimensions, senses, affections, passions? Fed with the same food, hurt with the same weapons, subject to the same diseases, healed by the same means, warmed and cooled by the same winter and summer, as a Christian is?...

The lack of punctuation may also indicate something important. II. Punctuation Hyphens and Dashes An author may want to show excitement, distress, fear, anger, or some other emotion through the use of hyphens and dashes. Question Mark A question may prove to be a springboard for the author to make a particular point or a tonal shift. Lack of Punctuation The lack of punctuation may also indicate something important.

Punctuation Example “May she wake in torment!” he cried, with frightful vehemence, stamping his foot, and groaning in sudden paroxysm of ungovernable passion. “Why, she’s a liar to the end! Where is she? Not there—in heaven—not perished—where? Oh! You said you cared nothing for my sufferings! And I pray one prayer—I repeat it till my tongue stiffens—Catherine Earnshaw, may you not rest as I am living! You said I killed you—haunt me, then! The murdered do haunt the murderers. I believe—I know that hosts have wandered on earth. Be with me always—take any form—drive me mad! Only do not leave me in this abyss, where I cannot find you! Oh, God! It is unnutterable! I cannot live without my life! I cannot live without my soul!” -Wuthering Heights by Emile Bronte

“I Have a Dream Speech” contains many examples of this… III. Repetition Repetition Use of the same words, phrases, or clauses more than one time for emphasis Done at the beginning of successive phrases and clauses, this is called anaphora. “I Have a Dream Speech” contains many examples of this…

IV. Parallel Structure Parallel Structure It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness… Repetition of the same grammatical structure in phrases and clauses Antithesis A type of parallelism used to show contrast “Be not the first by whom the new are tried, Nor yet the last to lay the old aside.”

V. Rhythm, Beat, or Movement Sometimes authors create a kind of tempo through a pattern of sounds throughout the work. This pattern may be a result of parallel structure and/or repetition. “If we wish to be free—if we meant to preserve inviolate those inestimable privileges for which we have been so long contending—if we mean not basely to abandon the noble struggle in which we have been so long engaged, and which we have pledged ourselves never to abandon until the glorious object of our contest shall be attained, we must fight! I repeat it, sir, we must fight!”

VI. Inversion Ready are you? What know you of ready? This occurs when sentence elements are placed out of their normal order. Ready are you? What know you of ready?

VII. Purpose (Warrant) Purpose is especially important in the analysis of syntax. Your job is to determine WHY an author used a particular sentence structure to deliver his/her message. Look at how Dickens uses parallel structure here to reveal a paradox. “It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity…”