What is

1
What is

• Syntax?

2
Syntax is the way words and clauses are arranged
to form sentences.That arrangement contributes
to and enhances meaning and effect.
3
Or more simplyIts how authors put words and
phrases together. Syntax helps authors
effectively make their points.
4
One thing Syntax does is control pacing.But how
does an author do that with words and sentences?
5
In order to quicken the pace, the author will use
shorter, simpler sentences.In order to slow
down the pace, the author will use longer, more
complex and convoluted sentences.
6
When analyzing syntax, consider such questions as

• Are the sentences simple and direct, or complex
  and convoluted?
• Does the author use repetition or parallel
  structure for emphasis?
• (Note Always say what is emphasized and why.)
• Are there rhetorical questions in the passage?

7
Arrangement of Ideas Are ideas set out in a
special way for a purpose or effect?

• Loose sentence The main point is at the
  beginning
• ex. We reached Edmonton that morning after a
  turbulent flight and some exciting experiences.
• Periodic sentence The main point is at the end
  (near the period).
• ex. That morning, after a turbulent flight and
  some exciting experiences, we reached Edmonton.

8

• Parallel structure Grammatical or structural
  similarity between sentences or parts of a
  sentence. It involves an arrangement of words,
  phrases, sentences, or paragraphs so that
  elements of equal importance are equally
  developed and similarly phrased.
• Wrong In the winter, I like skiing and to
  skate.
• Right In the winter, I like skiing and
  skating.
• Right In the winter, I like to ski and to
  skate.
• Additional ex. He was the kind of man who knew
  what he wanted, who intended to get it, and who
  allowed nothing to stand in his way.

9

• Natural order sentence A sentence that follows
  the order Subject Verb - Object
• ex. Oranges grow in California.
• Inverted order sentence a sentence where the
  predicate (main verb) comes before the subject.
• ex. In California grow oranges.
• Slightly inverted sentences may simply move the
  object in front of the subject and verb.
• ex. In California oranges grow.
• An author will vary word order for an effect. It
  is your job to decide what effect the author is
  trying to achieve

10
Sentence ClassificationsConsider the following
four basic types in examining sentence structures

• Declarative Makes a statement
• ex. The king is sick.
• Imperative Gives a command
• ex. Bow to the king.
• Interrogative Asks a question
• ex. Whats the matter with the king?
• Exclamatory Makes an exclamation
• ex. The king is dead!

11
Four Basic Structures

• Simple sentence One independent clause
• ex. The singer bowed to her adoring audience.
• Compound sentence Two or more independent
  clauses (joined by a comma with a coordinating
  conjunctionand, but, for, or, nor, yet, soor a
  semicolon)
• ex. The singer bowed gratefully to the
  audience, but she sang no encores.
• ex. The singer bowed gratefully to the
  audience however, she sang no encores.
• An independent clause has a subject and a verb,
  and can stand alone because it has a complete
  thought

12

• Complex sentence One independent clause and one
  or more dependent (subordinate) clauses.
• ex. Although the singer bowed gratefully to
  the audience, she sang no encores.
• Compound-complex sentence Two or more
  independent clauses and at least one dependent
  (subordinate) clause.
• ex. The singer bowed gratefully while the
  audience applauded, but she sang no encores.
• A dependent (subordinate) clause has a subject
  and a verb however, it cannot stand alone
  because it does not have a complete thought.

13
Always look for the anomalies that is, the
things that are different from regular writing.
14
And remember syntactically, you create emphasis
by

• Position Where you put something in the
  sentence
• Isolation Setting it 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

15
Authors do these things on purpose.Do not assume
sentences are composed without the rules of
syntax in mind.
16
So lets look at a paragraph by Nancy Mairs-----
17
I am a cripple. I choose this word to name me.
I choose from among several possibilities, the
most common of which are handicapped and
disabled. I made the choice a number of years
ago, without thinking, unaware of my motives for
doing so. Even now, Im not sure what those
motives are, but I recognize that they are
complex and not entirely flattering. People
crippled or not wince at the word cripple, as
they do not at handicapped or disabled.
Perhaps I want them to wince. I want them to see
me as a tough customer, one to whom the
fates/gods/viruses have not been kind, but who
can face the brutal truth of her existence
squarely. As a cripple, I swagger.
18
Whats the first unusual thing that you
notice?The sentence I am a cripple.
19
Why does the author use this short sentence in
the first position?To draw attention to the
politically incorrect word cripple.And why use
that diction choice? To shock, and to show that
even though people dont call her this to her
face, the word is always present.
20
So what do you notice next?What else is
different?
21
I am a cripple. I choose this word to name me.
I choose from among several possibilities, the
most common of which are handicapped and
disabled. I made the choice a number of years
ago, without thinking, unaware of my motives for
doing so. Even now, Im not sure what those
motives are, but I recognize that they are
complex and not entirely flattering. People
crippled or not wince at the word cripple, as
they do not at handicapped or disabled.
Perhaps I want them to wince. I want them to see
me as a tough customer, one to whom the
fates/gods/viruses have not been kind, but who
can face the brutal truth of her existence
squarely. As a cripple, I swagger.
22
Remember Isolation and Repetition The dashes
isolate and bring extra attention to the words
crippled or not more forcefully than commas
would.Also, notice the continued repetition of
the word crippled.Perhaps if you confront the
word, you will eventually be able to look at her,
the person, not just her, the cripple.
23
So what do you notice next?What else is
different?
24
I am a cripple. I choose this word to name me.
I choose from among several possibilities, the
most common of which are handicapped and
disabled. I made the choice a number of years
ago, without thinking, unaware of my motives for
doing so. Even now, Im not sure what those
motives are, but I recognize that they are
complex and not entirely flattering. People
crippled or not wince at the word cripple, as
they do not at handicapped or disabled.
Perhaps I want them to wince. I want them to see
me as a tough customer, one to whom the
fates/gods/viruses have not been kind, but who
can face the brutal truth of her existence
squarely. As a cripple, I swagger.
25
Repetition harsh word winceWhy?Perhaps to
show you that you arent the only one who is
uncomfortable by someone who is crippled. She is
still a person look past the condition to the
person.
26
So what do you notice next?What else is
different?
27
I am a cripple. I choose this word to name me.
I choose from among several possibilities, the
most common of which are handicapped and
disabled. I made the choice a number of years
ago, without thinking, unaware of my motives for
doing so. Even now, Im not sure what those
motives are, but I recognize that they are
complex and not entirely flattering. People
crippled or not wince at the word cripple, as
they do not at handicapped or disabled.
Perhaps I want them to wince. I want them to see
me as a tough customer, one to whom the
fates/gods/viruses have not been kind, but who
can face the brutal truth of her existence
squarely. As a cripple, I swagger.
28
Position fates/gods/virusesNote the use of
slashes (/) to juxtapose and jam these words
right up next to each other.The slashes allow
the words to have equal emphasis while hitting
you all at once.
29
So what do you notice next?What else is
different?
30
I am a cripple. I choose this word to name me.
I choose from among several possibilities, the
most common of which are handicapped and
disabled. I made the choice a number of years
ago, without thinking, unaware of my motives for
doing so. Even now, Im not sure what those
motives are, but I recognize that they are
complex and not entirely flattering. People
crippled or not wince at the word cripple, as
they do not at handicapped or disabled.
Perhaps I want them to wince. I want them to see
me as a tough customer, one to whom the
fates/gods/viruses have not been kind, but who
can face the brutal truth of her existence
squarely. As a cripple, I swagger.
31
What did the author do here?

• Position Last sentence gets more attention
• Use of short declarative sentence adds power.
• Repetition cripple
• Also notice the diction choice of swagger

32
Syntax often goes unnoticed by the reader, but
contributes strongly to the readers impression of
the topic presented.
33
(No Transcript)