1 / 14

Analyzing Syntax

Analyzing Syntax. Definition . Syntax: the analysis of sentence construction. Essential Idea: Syntax must be examined as to how it contributes to and enhances meaning and effect. Sentence Length. Telegraphic: Sentence shorter than five words Short: Sentences approximately five to ten words

glenna
Télécharger la présentation

Analyzing Syntax

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Analyzing Syntax

  2. Definition • Syntax: the analysis of sentence construction. • Essential Idea: Syntax must be examined as to how it contributes to and enhances meaning and effect.

  3. Sentence Length • Telegraphic: Sentence shorter than five words • Short: Sentences approximately five to ten words • Medium: Sentences approximately fifteen to twenty words long • Long: Sentences approximately thirty or more words long

  4. Sentence Length: Questions to ask • Does the length of sentences fit the subject matter? What variety of length is present? Is the length/variety of length effective?

  5. Sentence Beginnings • Ways to vary a sentence: • Begin with a dependent clause or a clause condensed to a phrase. Ex: While waiting for the movie to begin, my friends ate popcorn. • Begin with an adjective phrase. Ex: Waiting for the movie to begin, my friends ate popcorn. • Question to consider: Is there good variety or does a pattern emerge in the beginnings of sentences?

  6. Word order • Question to ask: • Are words set out in a special way for a purpose or effect?

  7. The four basic sentence types • Declarative = makes a statement. EX: The king is sick. • Imperative = gives a command. EX: Bow to the king. • Interrogative = asks a question. EX: What’s the matter with the king? • Exclamatory = makes an exclamation. The king is dead!

  8. The 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 coordinating conjunction – and, but, for, or, not, yet, so – or a semicolon.). EX: The singer bowed gratefully to the audience, but sang no encores. EX: The singer bowed gratefully to the audience; however, she sang no encores. • Complex Sentence = one independent sentence and one or more dependent (subordinate) clause. EX: Although the singer bowed gratefully to the audience, she sang no encores. • Compound-complex = 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.

  9. Syntax Comparison • Describe the syntax of each sentence in each pair. • How does changing the syntax affect the speaker’s tone? • Stop crying! • Please, baby, I wish you wouldn’t cry. • What is wrong with you? • I can tell something is wrong. • After this, we are finished. • We are finished after this. • Your beauty is beyond compare. • You’re pretty.

  10. Syntax in Action: Mad Talk • Imagine a situation that makes you angry. Visualize the situation and think about what you would say to the person/situation if you were in that situation. • How long are the sentences?

  11. Syntax in Action: Fast Talk • Now, imagine a situation in which you need to persuade someone to do something. Visualize the situation and think about what you would say to the person/situation if you were in that situation. • How long are the sentences?

  12. Syntax in Action: Soft Talk • Imagine a situation in which someone needs comforting. Visualize the situation and think about what you would say to the person/situation if you were in that situation. • How long are the sentences?

  13. Syntax Comparison • What differences did you notice among the voices above? What effect on tone and purpose did the different size sentences have?

  14. Formative Assessment • Your teacher emailed your parents that you had been disrespectful in class, and your parents tell you that you have to apologize to the teacher next time you see him/her in class. How do you apologize? • Write two sentences, each using a different syntactic structure, that both convey the same message but have a different tone; therefore, each sentence is using a different voice. Label each sentence with the appropriate structure (simple, compound, complex, compound-complex). • Explain how the syntax of each sentence communicates a different voice.

More Related