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Syntax. 9.26/27 Objectives. Objectives: Analyze the use of syntax in a piece of writing. Analyze how syntax contributes to tone .
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9.26/27 Objectives • Objectives: • Analyze the use of syntax in a piece of writing. • Analyze how syntax contributes to tone. • Do you still want “progress reports.” (The quotation marks are there because it’s just something I print off PowerSchool. You could, in fact, print them, too. But I will print them if you want them.)
9.26/27 warm-up • Warm Up: • Write sentences expressing each of the following emotions in the scenario: You just found out that “your older sibling crashed your car” OR “your boyfriend/girlfriend cheated on you.” • Anger • Frustration • Fear • Rationalizing • Excitement.
Syntax Notes • Syntax is sentence structure. • Schemes are a way in which sentences are manipulated for a particular effect. • There are a number of sentence patterns that we look for in analyzing syntax. • They fall under three main categories of syntax: Functional, grammatical, rhetorical.
Functional • Functional: what the function of the sentence is. • Functional • Declarative (statement) • Interrogative (question) • Imperative (command) • Exclamatory (exclamation)
Come up with some examples for each • Nobody wins any prizes!
Syntax • Grammatical: It’s the grammar . . . • Simple (one subject, one verb-one independent clause) • Ex: Johnny threw the ball. • Compound (two independent clauses joined by a conjunction or a semicolon) • Ex: Johnny threw the ball, and it rolled down the hill. • Complex (one independent, one or more subordinate clauses) • Ex: Running quickly, I caught up with Sally before she got on the bus. • Compound-Complex (two or more independent and one or more subordinate clause) • Ex: The dog was waiting by the door when I came home from school on Friday; he jumped all over me when I walked in.
Now you come up with examples • Of simple, compound, complex, compound-complex . . . • Funniest examples wins prizes from Campolmi whom you can trust.
Clauses • Sentence structure. • clause: A grammatical unit that contains both a subject and a verb. • An independent, or main, clause expresses a complete thought and can stand alone as a sentence. • A dependent, or subordinate, clause cannot stand alone as a sentence and must be accompanied by an independent clause. • In this sample sentence, "Because I practiced hard, my AP scores were high.” What is the IC and what is the DC?
Rhetorical sentences (not like rhetoric) • Rhetorical sentence types: determines where the main idea of a sentence is located. • Usually, identified by location of the (main) predicate. • There are three main types of rhetorical sentence structures.
Rhetorical sentence types • Loose/Cumulative (main idea stated at the beginning of the sentence followed by additional information) • Ex: He resigned after denouncing his accusers and asserting his own innocence time and time again. (the sentence continues after the main idea has been stated) • Periodic (main idea is withheld until the end of the sentence) • Ex: 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) • Balanced Sentence: (both halves of the sentence are about the same length and importance) • Ex: Batman is in charge of saving Gotham; Superman is in charge of saving Metropolis. • Ex: If Joker robs the bank before Batman gets there, then Robin will have to take matters into his own hands.
Rhetorical sentence type activity • Turn the following sentences into periodic sentences • Old friends are often shocked and embarrassed when they meet after years of separation and find they have little in common. • She made her way along the peak of the burning roof, carefully at first, then with reckless steps.
Syntax Activity • Read the Frederick Douglass excerpt and create a chart like the one modeled on the back of your handout. • Begin working with a partner on just the first paragraph. • Work individually on the second paragraph. • Compare your responses with those of a neighbor. • Finish the third paragraph on your own.
Schemes • Review the terms on the handout that you printed out for today. • Add activity. • Ok. • I will do that. • I hope I did that. • Let’s see . . .
“which evidently found something congenial in the soil that had so early borne the black flower of civilization, a prison. But, on one side of the portal, and rooted almost at the threshold, was a wild rose-bush, covered in this month of June, with its delicate gems. (Chapter 1, paragraph 2) • “Had there been a Papist among the crowd of Puritans, he might have seen this beautiful woman . . . with the infant at her bosom, an object to remind him of the image of Divine Maternity.” (Chapter 2, paragraph 18)
“It irks me, nevertheless, that the partner of her iniquity should not, at least, stand on the scaffold by her side. But he will be known!—he will be known!—he will be known!” (Chapter 3, paragraph 13) • “The directness of his appeal drew the eyes of the whole crowd upon the Reverend Mr. Dimmesdale; a young clergyman, who had come from one of the great English universities, bringing all the learning of the age into our wild forest-land.” (Chapter 3, paragraph 22)
“No matter whether of love or hate; no matter whether of right or wrong!” (Chapter 4, paragraph 27) • “The very law that condemned her—a giant of stern features, but with vigor to support, as well as to annihilate, in his iron arm—had held her up, through the terrible ordeal of her ignominy.” (Chapter 5, paragraph 1)
“Thus the young and pure would be taught to look at her, with the scarlet letter flaming on her breast,—at her, the child of honorable parents,—at her, the mother of a babe, that would hereafter be a woman,—at her, who had once been innocent,—as the figure, the body, the reality of sin.” (Chapter 5, paragraph 1)
Homework • Read through Chapter 16 of The Scarlet Letter. • Identify and annotate 3 significant passages from the reading. • Prepare one discussion question for each chosen passage. • Answer your own discussion question in paragraph format on a separate sheet of paper.
Closing • Notecards! • Using a red pen/marker, on one side of your notecard, write your ID number. • On the other side, write your topic. • That is it! Hurray!
