Transcript syntax - Fort Thomas Independent Schools

SYNTAX (page 72)
A study In an AP rhetorical category:
Sentence structure, conventions, and language
Rhetorical Analysis
 The purpose of rhetorical
analysis is to determine how an
author uses language to create
meaning, develop his or her
purpose(s) and/or produce
particular effects.
A Rhetorical Category (pg 20)
 Diction (modifiers)
 Formal, didactic, slang, colloquial, academic, abstract
 Syntax
 (parallel structure, coordination, loose/periodic…)
 Figurative Language
 (simile, metaphor, motif, symbol)
 Point of View
 Organization
 Details
CAUTION!
 Understanding the author’s
meaning/purpose is ESSENTIAL
and the fundamental goal!
 Who cares if you can find rhetorical
“stuff” but do not know how it
contributes to the meaning of the
piece?
Step 5: analyze
 If you are talking about what the text
says, you are summarizing.
 If you are talking about how the text
makes meaning, you are analyzing.
Purpose & Effect of Devices
 Why does this writer
choose this particular
strategy to create his
or her message?
 How does the writer
use this strategy to
make meaning?
 Why does the writer
use this particular
strategy and this
particular example?
Because the writer used
this rhetorical strategy,
how/why does the
use influence one or
more of
the
following:





Speaker
Reader
Message
Tone
Purpose
Rhetorical Focus:
SYNTAX
SYNTAX
Page 71
You will need several sticky notes 
SYNTAX
 The way words & clauses are arranged to
form sentences.
 The arrangement contributes to, and
enhances, meaning and effect.
 The way author’s put words & phrases
together.
 Helps author’s make their point more
effectively.
Scope & Sequence
Now:
Persuasion:
 4 basic sentence types
 Anaphora
 Coordination
 Antithesis
 Subordination
 Inductive and Deductive
 Loose & Periodic Sentences
 Parallel structure
 Inverted syntax
 Repetition
 Rhetorical questions
logic and organization
 RQ & Simple Sentences
 Understatement
 Restatement
When analyzing SYNTAX, consider first:
 Position – Where the author puts something in the
sentence
 Isolation – Setting x off by itself (dash, quotation
marks, parenthesis, etc.)
 Repetition – The number of times something is
repeated
 Proportion – The size of the idea and how much of
the piece the idea takes up
 Length of sentences
 Unconventional punctuation
The Basic Sentence Types
Basic Sentence Types
Interrogative
Sentence
Question
Imperative
Sentence
Command
Declarative
Sentence
Statement
Exclamatory
Sentence
Exclaim/excitement
Sentence Type & Variety
Binder (notes) Page 73
A Simple Sentence
 independent clause, contains a subject and a verb (for
us, a DO, too!)
 expresses a complete thought
Purpose/Effect of Simple Sentences
PURPOSES
 Consider: How does this
sentence compare to others by
which it is surrounded?
 Disrupts pace and rhythm
 Creates a sense of unbalance
 Reflects rapid movements;
reader feels tension of narrator
 Emphasizes the main clause
(simple sentence subject)
 Answer a rhetorical question
(which cannot be answered)
EFFECTS
 Why does this subject or
clause need to be
emphasized?
 Why does balance need to
be broken?
 Indication of power (stops
momentum) – now,
consider what is more
powerful than the
surrounding subjects
 Ethos appeal – when
answering a rhetorical
question; how and why?
A Compound Sentence
 Two independent clauses joined by a coordinator
and/or coordinating conjunction (and a comma)
 The first letter of each of the coordinators
spells FANBOYS
 for, and, nor, but, or, yet, so
 put a comma before the coordinating
conjunction because there are 2 independent
clauses being combined
Coordination
• Use coordinating conjunctions: and, but, for,
or, nor, yet, and so.
The dog ate Marvin’s favorite tie
andcat
therubbed
cat
tie., The
rubbed
white
hair on Marvin’s
black suit.
white hair
on Marvin’s
black suit.
Both clauses could stand
alone. When joined
with and, they get equal
attention.
You can also coordinate with a semicolon.
M a in c la u s e
+;+
main clause.
M a in c la u s e
+;+
transition
+,+
ma in c la u s e.
The interviewer had seven Persian cats.
cats;She
she
as
a
would
result,
sheMarvin’s
would
understand
Marvin’s predicament.
understand
would
understand
Marvin’s
predicament.
predicament.
Still
balanced.
Diagramming Compound Sentences
Compound
Purpose/Effect of Coordinated Sentences
PURPOSES
 Give equal attention to 2
items or subjects
 Creates balance and unity
 One idea is not emphasized
over another
 Provides increased
momentum in the text (no
choppy sentences)
 Can also slow down the
pace
EFFECTS
 Consider why are x and y
made equal?
 What does the rhythmic
pattern (momentum)
parallel, mirror, create or
support?
A Complex Sentence
 independent clause joined by one
or more dependent clauses
 always has a subordinator such as
 because, since, after, although, or
when
 or a relative pronoun such as that,
who, or which
Subordinate Conjunctions










after
although
as
because
before
even though
if, even if
in order that
once
provided that










since
so [that implied], so that
than
that
though
unless
when, whenever
where, wherever, whereas
whether
while
Subordination
• Subordination gives less attention to one
idea so that the other has emphasis.
• Use subordinate conjunctions, such as
because, even though, and when.
Since
Marvin
tried tohis
clean
late to
Marvin tried
to clean
suit.his
Hesuit
was, he
latewas
to the
interview.
the
interview.
I’m sorry.
Use a comma if you subordinate the first of the two
clauses.
Subordinate clause
+,+
main clause.
Even
though
hair clung
Marvin’s
pant
Cat hair
clung tocat
Marvin’s
panttolegs.
He still
got the
legs, he still got the job.
job.
The first
clause is
less
important.
The second
clause has
more emphasis
because its
thought is
complete.
Use no punctuation if you subordinate the second
of the two clauses.
Main clause
+Ø+
subordinate clause.
Marvin smiled at his success.
successCat
ashair
cat wafted
hair wafted
in his
wake.
in
his wake.
Now the first
clause is the
most
important.
The second
clause has less
emphasis
because its
thought is
incomplete.
Sample Item
A. Jeremiah forgot to bring a pencil since he had
to beg Amanda to borrow one of hers.
B. Since
Since Jeremiah
Jeremiahforgot
forgottoto
bring
bring
a pencil,
a pencil,
he he
had to
had
to beg
begAmanda
Amandatotoborrow
borrow
one
one
of of
hers.
hers.
C. Even though Jeremiah forgot to bring a
pencil, he had to beg Amanda to borrow one
of hers.
Subordinating
Is the
the first clause
subordination
with since, as
effective at A,
option B does,
B, or C?
is correct.
Purpose/Effect of Complex Sentences
PURPOSES
 Emphasizes one idea and
subordinates another idea
 The clause following the
subordinator will be less
important
 Used in argument
 Tone  academic or
pretentious, sarcastic
 Can show train of thought
or existential thinking
 Show high emotion or lack
of emotion
EFFECTS
 Increase ethos appeal
 Showing awareness of the
opposition
 Discuss why subject
being emphasized
appeals to audience
 How emphasis supports
the claim of text
Subordination
subject
verb
Subordinating
conjunction
A Quick Recap
Coordination & Subordination
Coordination
 writer places
concepts or
people or objects
on an equal level
and joins them
with conjunctions
versus
Subordination
 The writer states the
more important idea
in an independent
clause (a group of words
with a subject and a verb that
express a complete idea)
and the less
important idea in a
dependent clause
Diagramming with Conjunctions
Independent Practice
Page 74 – 76 and 79
Review: Rhetorical Effects
of Sentence Length
 Pacing change (speed up/slow down)
 Emphasize a main clause
 Emphasize the details connected to a main clause
 Create sense of balance
 Show equal relationship b/w ideas
 Show unequal relationship b/w ideas
 Create a sense of unbalance/chaos
Of Plymouth Plantation
Coordination and Subordination in Early American Writing
But that which was most sad and lamentable
was, that in two or three months’ time half of their
company died, especially in January and February,
being in the depth of winter, and wanting houses and
other comforts; being infected with the scurvy and
other diseases which this long voyage and their
inaccomadate position had brought upon them. So as
their died sometimes two or three a day in the foresaid
time, that of 100 and odd persons, scarcely fifty
remained. And of these, in the time of most distress,
there was but six or seven sound persons who to their
great commendations, be it spoken, spared no pains
night nor day, but with abundance of toil and hazard of
their own health, fetched them wood, made them fires,
dressed them meat, made their beds, washed their
loathsome clothes, clothed and unclothed them.
Analysis Chart: (page 77)
Syntactical
Element
Textual Example
Coordination/
Example 1 (prior
Coordinated Sent. to shift, first part
Structure
of shift/contrast)
Coordination/
Example 2 (after
Coordinated Sent. shift, 2nd part of
Structure
shift/contrast)
Purpose of
Device
(effect?)
Effect of Device
Connection to
UT
Sentence Logic
Loose and Periodic Sentence Structures
To Come: Inductive and Deductive Logic & Organization
General Purpose/Effects of
“Longer” Sentences
 Increased number of words necessary to provide
definitions and context
 Legal and political subjects
 Jargon (diction)
 Depends on modification for accuracy
 Ethos appeal
 Narrowing of audience or increasing audience
 Tone: pretentious, stream of consciousness
 Fiction/narrative: increase description of subject
 Effect: consider why this subject is emphasized or
described in a particular way
 Increase suspense
Loose Sentence
 Type of sentence in which the main idea
(independent clause) comes at the
beginning of the sentence
 The main idea (clause) is followed by
successive addition of details via a
coordinate or subordinate phrase/clause
Examples of the Loose Sentence:
 Basic statement: Bells rang.
 Loose sentence: Bells rang, filling the air with their
clangor, startling pigeons into flight from every belfry,
bringing people into the streets to hear the news.
 Basic statement: The teacher considered him a good
student.
 Loose sentence: The teacher considered him a good
student, steady if not inspired, willing if not eager,
responsive to instruction and conscientious about
his work.
The Periodic Sentence
 The sentence is not complete until the
final phrase/clause.
 “suspended syntax”
 Usually has an emphatic climax
 The main clause/subject is placed at
the very end of the sentence.
Examples of the Periodic Sentence:
In this sentence, additional details are placed before the basic statement. Delay, of course, is the
secret weapon of the periodic sentence.
 Basic statement: John gave his mother flowers.
 Periodic sentence: John, the tough one, the sullen kid
who scoffed at any show of sentiment, gave his mother
flowers.
 Basic statement: The cat scratched Sally.
 Periodic sentence: Suddenly, for no apparent reason,
the loveable cat scratched Sally.
 Basic statement: Love is blind.
 Periodic sentence: Love, as everyone knows except
those who happen to be afflicted with it, is blind.
Purpose/Effect of
Loose & Periodic Sentences
Loose Sentences
 Structure is easier,
simpler, more natural
& direct
 Emphasis on the
subject of the main
clause
Periodic Sentences
 More complex,
emphatic, formal or
literary
 Emphasis can be on
details or main clause
at the end of the
sentence
 Builds suspense
Parallel Structure
What is Parallel Structure?
 Grammatical/structural similarity between
sentences or parts of a sentence.
 Balanced arrangement of words, phrases,
sentences, and/or paragraphs
Simple Parallel Structure
 Simple Parallel: She looked tired, frustrated,
and disgusted.
 The three underlined words are arranged in a series of
coordinated elements.
 These elements all have the same form and the same
grammatical function (adjectives which in the sentence
serve as complements).
 Because of this similarity of form and function, they are
said to be parallel.
 Purpose: to show that the girl is equally showing all 3 qualities.
Why is this stronger than demonstrating one quality?)
Complex Parallel Structure
 “Robert E. Lee was a foe without hate, a
friend without treachery, a soldier without
cruelty…” (Canton)
 This sentence goes beyond simple combining
and achieves rhythm and cadence through
the deliberate repetition of parallel
elements.
 Extend: what is the effect of creating cadence?
Purpose/Effect of Parallel Structure
Purpose
 Creates balance or unity
 Creates a rhythm
 equally developed
importance and similarity
within/among phrased
context
Effects
 Balance between what
subjects? Consider connect
to subject, message,
purpose/UT
 Rhythm – connect to
medium; paralleling the
subject?
Next morning when the first
light came into the sky and
the sparrows stirred in the
trees, when the cows rattled
their chains and the rooster
crowed and the early
automobiles went whispering
along the road, Wilbur awoke
and looked for Charlotte.
“I have a dream that one day this nation will rise up
and live out the true meaning of its creed: "We hold
these truths to be self-evident: that all men are
created equal." I have a dream that one day on the
red hills of Georgia the sons of former slaves and
the sons of former slave owners will be able to sit
down together at a table of brotherhood. I have a
dream that one day even the state of Mississippi, a
desert state, sweltering with the heat of injustice
and oppression, will be transformed into an oasis of
freedom and justice. I have a dream that my four
children will one day live in a nation where they will
not be judged by the color of their skin but by the
content of their character. I have a dream today.”
(King)
Parallel Structure
 “The manor—
designed for
beauty and grace,
built for durability
and strength, and
located for privacy
and safety – was
the ideal home for
those three
children.”
 Purpose?
 Cadence and rhythm
 Balance and unity (of?)
 Effect:
 Tone of harmony
 Do the characteristics
reflect children of the
house?
 #3 – holiness?
Of Plymouth Plantation:
Style Marker
“…they had now
no friends to
welcome them nor
inns to entertain
or refresh their
weather-beaten
bodies; no houses
or much less
towns to repair, to
seek for succor.”
 Purpose?
 Effect?
Analyzing Syntax
Graphic Organizer
Syntactical
Element
Textual Example
Syntactical
Element
Example 1 (prior to
shift, first part of
shift/contrast)
Syntactical
Element
Example 2 (after
shift, 2nd part of
shift/contrast)
Purpose of
Device
(effect?)
Effect of Device
Connection to UT
Juxtaposition
A Definition of Juxtaposition
 placing close together or side by
side, especially for comparison or
contrast
Consider this Scenario:
 Let's take a situation from any generic film. A very poor woman
gives birth to twins and dies immediately after. The sons get
separated at birth. While one son finds himself adopted into a
wealthy factory owner's house, the other is a street child who turns
into a petty thief. The film story traces their journey through life. At
a crucial moment, the son who is a petty thief corners the other
son in a dark alley and mugs him.
Thus a juxtaposition is drawn here which shows the contrast that
both sons, born of the same mother and identical to look at, are
yet so much different in their motives, lifestyles and characters.
 Thus the literary device of juxtaposition is used to draw a contrast
between the two, but it is still connected somewhere and it is possible
to place them side by side to draw a contrast.
Juxtaposition Examples
 "Sliding Doors" trailer
 There are varied examples that one can go on to
explain the concept of juxtaposition like Christina
Aguilera's video 'Beautiful' which shows an anorexic girl
or Louis Armstrong's song 'What a Wonderful World'
which has images of violence and war running
throughout the length of the video.
Basic Literary
Examples for Juxtaposition
This was the culture from which I sprang. This was
the terror from which I fled. (Black Boy)
He slouched gracefully.
Inverted Syntax
Definition: inverted word order
 Emphasize the subject
 Emphasize the
predicate
 Conform to literary
conventions
 Style marker for Puritan
style (plain style)
 Why would the speaker want
subject x or subject y
emphasized?
 Why would the speaker want
predicate x or predicate y
emphasized?
 Consider how the emphasize
supports the author’s
message or UT.
 How does this subject
resonate with an intended
audience?
The Rhetorical Question
…and their rhetorical effects
Interrogative Sentence
 Asks a question
that expects or
requires an
answer from the
audience
Rhetorical Question
 Makes a questioning
statement that does
not expect an
answer
 Put this in
commentary!
Purpose/Effect of
Rhetorical Questions
Purpose
Effects
 Question intended to make a
 How does subject identify the
point – consider subject of
the question
 Reflection
 Contemplation
 Existential thinking
 Confusion
intended audience?
 How does the common tones
connect to subject?
Rhetorical Questions &
Persuasion
 When followed with a simple sentence,
speaker creates ethos appeal
 The nature of a RQ is that it cannot be
answered
 But the speaker is able to answer this
question
 Tone – knowledgeable and credible,
fearless leader
Repetition
Repetition
Definition
 the simple
repeating of a
word, within a
sentence or a
poetical line, with
no particular
placement of the
words
Purpose/Effect
 Emphasis of ideas
 Building of momentum
 Refocusing of reader to
subsequent important
ideas
 Adds conviction to what is
being said; is really
effective in speeches
 desperation
Passive versus Active Voice
Passive Voice
 The subject does not act
 The subject is acted upon
 Always uses an is verb & a
past participle
Active Voice
 A sentence is in the active
voice when the subject
does the acting instead of
being the recipient of the
acting
Basic Examples
Passive
 The portfolio piece was
prepared by the student.
 There was also found two of
their [the Indians’] houses
covered with mats, and sundry
of their implements in then, but
the people were run away and
could not be seen.

Active
 The student prepared the
portfolio piece.
 How would you rewrite the
second example using active
voice?
Purpose/Effect of
Active & Passive Voice
Passive Voice
 Often used in bureaucratic or
political prose – why?
 Gentler, more diplomatic
approach, cowardly?
 Emphasizes what was found,
not who did the finding
 Can be pedantic and wordy
sounding – confusing to
audience? (speech)
 Hides who was responsible for
the action
 Strengthens the degree of
objectivity
Active Voice
 Natural diction
 The subject is front and
center, as is what its doing
 Often uses stronger verbs
because emphasis is on verbs
 Clearly defined actor and
action
 More forceful, greater clarity