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Style Analysis: SYNTAX

Style Analysis: SYNTAX. Part VI: SYNTAX. Syntax: The way words and phrases are arranged to form phrases and sentences Includes: sentence variety, repetition, parallel structure, word order, punctuation patterns, rhythm, and cadence (see syntax “cheat sheet”)

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Style Analysis: SYNTAX

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  1. Style Analysis: SYNTAX

  2. Part VI: SYNTAX • Syntax: • The way words and phrases are arranged to form phrases and sentences • Includes: sentence variety, repetition, parallel structure, word order, punctuation patterns, rhythm, and cadence (see syntax “cheat sheet”) • Also called: sentence structure, phrasing

  3. What to watch for… • specific phrasing patterns • length of sentence (long or short) • number of sentences • divisions within a piece with different syntax for each • parallel structure • different sentence types (simple, compound, complex, cumulative, loose, or periodic) • specific kinds of punctuation • rhythm and cadence in a sentence • repetitions • subject openers and non-subject openers • rhetorical questions

  4. Guided Practice Sample • Read (as a class) Abraham Lincoln’s “Gettysburg Address” • Practice making observations about Lincoln’s syntax (refer to the last slide as a guide and annotate).

  5. Syntax Paragraph: Topic Sentence • The author’s syntax moves from ______ to _______ and finally to________. EXAMPLE: • The syntax moves from long and blunt to choppy and descriptive and finally to unceasing and rhythmic. [Notice how each section– beginning, middle, and end– has its own description. Refer to the words I provided on your “cheat sheet” to help you come up with words to describe syntax…but this is not an exhaustive list!].

  6. Syntax Paragraph: Concrete Detail Sentence • NO QUOTATIONS ARE USED (or they are RARELY used) FOR A DISCUSSION OF THE WRITER’S SYNTAX! • Summarize or paraphrase each section in your example sentences. EXAMPLE: • In the beginning, there is one long sentence with inflections at the end of each clause.

  7. Syntax Paragraph: Commentary Sentences • The commentary analyzes the significance of the summary (CD) and discusses why the author chose this syntax. EXAMPLE: • In the beginning, there is one long sentence with inflections at the end of each clause. The length mirrors the preparation of the nation and the proceedings of war itself, while the cadence gives a sense of continual perseverance and progression. The author does this to emphasize the increasing magnitude of what is to follow.

  8. Sample Syntax Paragraph (handout) The syntax moves from long and blunt to choppy and descriptive and finally to unceasing and rhythmic.In the beginning, there is one long sentence with inflections at the end of each clause. The length mirrors the preparation of the nation and the proceedings of war itself, while the cadence gives a sense of continual perseverance and progression. The author does this to emphasize the increasing magnitude of what is to follow. In the middle, the piece is characterized by a long-short-long series connected by complex parallels. Resembling the march-fight-march movement of war, Lincoln’s writing is strategic and yet ironically softened by the music of the parallel structure. He uses the see-saw style to illustrate the frequent close connection between death and duty. In the end, however, the sentences are again connected by many dashes. Lincoln’s consistent elaboration reassures the people that continuing war is indeed a noble cause. He does this to remind the audience over and over again of the present needs of the country. Thus, the syntax follows a circular path; grammatical structures tie the beginning and ending together just as the speech ties together the past and future of a nation.

  9. Group Practice: Queen Elizabeth Speech 1. Read Queen Elizabeth’s speech 2. Apply the Aristotelian triangle: WHO is speaking (what do you know about Queen Elizabeth and her reign?) TO WHOM (who would be listening to this speech) in what CONTEXT (bring your knowledge of history in here-what is the setting in the smaller and larger sense) for what PURPOSE (what is she trying to DO?) and about what SUBJECT (what is she talking about? Okay, what is she REALLY talking about?). 3. Thinking about her purposes, divide the passage into three parts-- beginning, middle, end– based on shifts in syntax that you notice 4. First column: summarize your observations about SYNTAX choices she makes in each section. Write all of them down (bullet format okay). 5. Second column: So what? Why this choice rather than THAT choice? Why this structure rather than THAT structure. Start to connect the syntax choices to her PURPOSE (creating a mood, setting a tone, etc.) 6. Third column: Second sentence of “so what”? Think EFFECTS—we, as the reader, were just manipulated by the syntax: she TOLD us how she WANTS her speech to be read/spoken? How and why would she do this?

  10. Independent Practice:Frederick Douglass passage • Refer back to your tone thesis for this passage • Divide the passage into three sections– beginning, middle, and end • Write a THREE-CHUNK paragraph that analyzes the way Douglass shifts his syntax in this particular passage • Blue/black ink, preferably typed

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