Literary Elements

1. Literary Elements Diction and Syntax

2. Classroom Experiment Imagine you are describing the same event to the following people: • Your child • Your boss • The police • Your friend Decide which word choice to use for each person by matching a phrasing below to a audience above. a screw up---- an oversight-----a mistake----an accident

3. What’s the Point? • All speakers (and particularly authors) use different words or phrases depending on the situation. • If you were speaking to a friend, you might say "screw-up.” • If you were correcting a child, you'd probably say "mistake.” • If you were making a police report, you'd describe "an accident.” • If you were explaining yourself to your boss, you might downplay what happened by calling it "an oversight.“ How does the phrasing (or language) change the meaning in each scenario?

4. Classroom Experiment #2 • Let’s experiment a bit with word choice, shall we? • Examine the stanza on the next slide. • In your notebook, complete the blanks in the poem. • I’ll need one volunteer to copy their work onto the SMART Board.

5. The “__________” Land April is the _____________ month, breeding Lilacs out of the ____________ land, mixing Memory and _____________, stirring ______________ roots with spring rain. Winter kept us _______________, covering Earth in _____________ snow, feeding A little life with _______________ tubers.

6. The Waste Land April is the cruelest month, breeding Lilacs out of the dead land, mixing Memory and desire, stirring Dull roots with spring rain. Winter kept us warm, covering Earth in forgetful snow, feeding A little life with dried tubers.

7. In a Nutshell… • Narrowly defined, diction refers to a speaker’s (or author’s) word choice. • In a broader sense, diction is typically divided into two components: • Vocabulary (complexity of words) • Syntax

8. Let’s Give it a Shot… • Examine the words in each group. • While each word in the group has basically the same denotation (dictionary definition), some words have different connotations (implications/associations) than others. • For each group of three (3) words, circle one (1) word in the group that you feel has a different usage or implication for the others. • For example, if the words were “thin, skinny, and gaunt,” you may say that “gaunt” suggests excessively thin, almost to the point of unhealthiness.

9. Warm Up • student, disciple, scholar • skinny, malnourished, slender • vacation, intermission, layoff • busy, unavailable, employed • fear, panic, terror • friend, buddy, acquaintance

10. AP Implications • For the AP exam, you should be able to describe an author’s diction and understand the ways in which diction can complement the author’s purpose. • An author’s style is comprised of diction, syntax, figurative language, literary devices, etc.

11. Syntax • Syntax refers to the arrangement -- the ordering, grouping, and placement -- of words within a sentence. • Syntax is a component of grammar, though it is often used --incorrectly-- as a synonym for grammar.

12. Syntax Examples “I rode across the ocean.” Rearrange the syntax of the sentence above but keep identical vocabulary. In other words, create two new sentences by reordering the words. • _____ _____ _____ _____ _____ • _____ _____ _____ _____ _____

13. Syntax Examples “I rode across the ocean.” “Across the ocean rode I,” or “The ocean I rode across.” • Different syntax but identical vocabulary • To replace “ocean” with “sea” is to alter the vocabulary but not the syntax. • “Rode I across the sea” is to use diction and syntax very different from “I rode across the ocean.”

14. Things to Consider… • Punctuation: How does the author punctuate the sentence and to what extent does the punctuation affect the meaning? • Structure: How are words and phrases arranged within the sentence? What is the author trying to accomplish through this arrangement? • Changes: Are there places where the syntax clearly changes? If so, where, how, and why?

15. AP Implications • In the multiple-choice section of the AP exam, expect to be asked some questions about how an author manipulates syntax. • In the essay section, you will need to analyze how syntax produces effects.

16. Research Paper • You must remember that your paper is on Heart of Darkness or The Awakening, not Victorian culture, historical imperialism, or feminist developments during the 1890’s. These things will help inform your argument, but your analysis is of the text and its language. • Your goal should be to prove any argument put forth by your theory with a close examination of Heart of Darkness or The Awakening.. • If you think Conrad deplores imperialism, find the exact passages that bear it out. If you think Chopin views Edna as a feminist hero, find the passage that supports this reading and analyze word choice.

17. Class Exercise • Think of a tone word (i.e., happy, bored, depressed, confused, etc.) • When you have a tone word in mind, rewrite the sentence below with your tone word in mind. You may use any diction or syntax you wish. • Remember, you are not to say what the tone word is in the sentence. You are simply writing with that word in mind. The class will try to guess your word based on your diction and syntax. Got it? I really can’t believe he asked her to the dance.