1. WHAT IS
Syntax?

2. Syntax is the way words and clauses are arranged to form sentences
Syntax is the way words and clauses are arranged to form sentences. That arrangement contributes to and enhances meaning and effect.

3. Or more simply:
It’s how authors put words and phrases together. Syntax helps authors effectively make their points.

4. When analyzing syntax, consider such questions as:
Are the sentences simple and direct, or complex and convoluted? Short vs. Long?
Where and WHY does the author switch from long to short or vice a versa?
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?

5. One thing Syntax does is control pacing
One thing Syntax does is control pacing. But how does an author do that with words and sentences?

6. 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.

7. “Suddenly there was a sickening thud. A loud crack
“Suddenly there was a sickening thud. A loud crack. The ship shuddered, then split open. It had slammed into a reef near the Scilly Isles, the outermost islands off the Southwest English coast. Within minutes it sank. Moments later three other ships pierced their hulls on the same rocks.”

8. “When I had waited a long time, very patiently, without hearing him lie down, I resolved to open a little – a very, very little crevice in the lantern. So I opened it – you cannot imagine how stealthily, stealthily – until, at length, a single dim ray, like the thread of a spider, shot from out of the crevice and full upon the vulture eye. “ Edgar Allan Poe

9. YOUR TURN – WRITE A SENTENCE ABOUT HOMEWORK (YOU WANT TO SHOW NOT TELL HOW SOMETIMES HOMEWORK SEEMS TO BE NEVER ENDING OR TAKES FOREVER TO COMPLETE ETC.) TRY TO IMITATE THE WAY POE USES PHRASES TO SLOW DOWN THE WAY YOU READ THE SENTENCE. USE AT LEAST ONE DASH.

10. Syntactically, you create emphasis by:
Position – Where you put something in the sentence - Word Order
Proportion – The size of the idea and how much of the piece the idea takes up
Repetition – The number of times something is repeated
Isolation – Setting it off by itself (dash, quotation marks, parentheses, italics etc.)

11. POSITION
English sentences tend to move from subject to verb to complement - “The sea is deep and dark.”
An unusual arrangement would be to invert the order – complement,verb, subject “Deep and dark is the sea.”

12. In this case the inverted sentence feels more formal, more somber, but more poetic.
In other cases inversion might create an archaic air (old fashioned), colloquial texture, an aphoristic impression (wise saying), or even a mysterious or uncertain feeling.

13. Consider the difference here
“Like sunshine after storm were the peaceful weeks which followed. Alcott, Little Women
Instead of:
The peaceful weeks which followed were like sunshine after storm.

14. POSITION or 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). Can create suspense by making the reader wait
ex. That morning, after a turbulent flight and some exciting experiences, we reached Edmonton.

15. Proportion – Long vs. Short
Consider how many long vs. short sentences there are. Pay special attention to places where the author inserts a short sentence after a bunch of long ones or vice versa.

16. “I picked up a tomato so big it sat on the ground
“I picked up a tomato so big it sat on the ground. It looked like it had sat there for a week. The underside was brown. Small white worms lived in it. It was very juicy. I had to handle it carefully to keep it from spilling it on myself. I stood up and took aim, and went into the wind-up, when my mother at the kitchen window called my name in a sharp voice. I had to decide quickly. I decided.”
What is the function/purpose of the long sentence? What is function/purpose of the short? What did the author decide? How does syntax let us know?

17. Your Turn
Write a paragraph that begins with this sentence:
I picked up the pizza, which looked as if it had been on the table for weeks.
Now write 3 short sentences describing the pizza. Follow the 3 short sentences with a long sentence describing what you start to do with the pizza. End your paragraph with a short sentence.

18. YOUR TURN – WRITE A PARAGRAPH ABOUT A CAR ACCIDENT
YOUR TURN – WRITE A PARAGRAPH ABOUT A CAR ACCIDENT. WRITE AT LEAST 4 SENTENCES. VARY YOUR USE OF SHORT AND LONG SENTENCES. (THIS TIME YOU CAN MAKE IT EMOTIONAL INSTEAD OF OBJECTIVE!)

19. Repetition
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.

20. “They came because they were afraid or unafraid, because they were happy or unhappy, because they felt like Pilgrims or did not feel like Pilgrims. There was a reason for each man. They were leaving bad wives or bad jobs or bad towns; they were coming to find something or leave something or get something, to dig up something or bury something or leave something alone. They were coming with small dreams or large dreams or none at all.” Ray Bradbury

21. “We shall go on to the end, we shall fight in France, we shall fight on the seas and oceans, we shall fight with growing confidence and growing strength in the air, we shall defend our Island, whatever the cost may be, we shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields and in the streets, we shall fight in the hills; we shall never surrender.”

22. YOUR TURN – USE CONTRASTING BUT PARALLEL IDEAS TO DISCUSS THE TRANSITION BETWEEN SOPHOMORE YEAR AND JUNIOR YEAR.
IE. LAST YEAR . . .
THIS YEAR . . .

23. ISOLATION – Look at the colon and the use of italics here.
Grayson said, “Pitcher.” This word, unlike the others, was not worn at all, but fresh and robust. It startled Maniac. It declared: I am not what you see. I am not a line-laying, pickup-driving, live at the Y, bean-brained parkhand. I am not rickety, whiskered worm chow. I am a pitcher.
What is the purpose of the short sentences? What is the purpose of the long sentence?
What is the effect of the italics here?

24. YOUR TURN
Although I’m not a great athlete, that day I was flying – running as If I’d been training for weeks- and I felt capable, for the very first time, of winning a race, of being a track star, of helping my team.
Write a short sentence that follows and emphasizes the long sentence above.

25. Always look for the anomalies – that is, the things that are different from regular writing.

26. Authors do these things on purpose
Authors do these things on purpose. Do not assume sentences are composed without the rules of syntax in mind.

27. So let’s look at a paragraph by Nancy Mairs----- pg
So let’s look at a paragraph by Nancy Mairs----- pg. 58 of your Norton Reader

28. Malcolm X’s “The Ballot or the Bullet”
Read - Malcolm X’s “The Ballot or the Bullet” excerpt
ANALYZE MALCOLM X’S DICTION AND SYNTAX
Follow the APC method for this piece.
Assertion/Claim - –FIRST STATE WHAT YOU NOTICE – Make a claim/assertion about Malcolm X’s diction and syntax
Proof - THEN GIVE THE QUOTE/EXAMPLE OF IT
Commentary/Analysis - THEN STATE HOW THAT WORD/SENTENCE ETC. EFFECTS YOU THE READER – BE SPECIFIC ON THE HOW AND WHY!

29. So we’re trapped, trapped, double-trapped, triple-trapped
So we’re trapped, trapped, double-trapped, triple-trapped. Anywhere we go we find that we’re trapped. And every kind of solution that someone comes up with is just another trap. But the political and economic philosophy of Black Nationalism -- the economic philosophy of Black Nationalism shows our people the importance of setting up these little stores and developing them and expanding them into larger operations.

30. Woolworth didn’t start out big like they are today
Woolworth didn’t start out big like they are today. They started out with a dime store and expanded and expanded and then expanded until today, they are all over the country and all over the world, and they get to some of everybody’s money. General Motors [is] the same way. They didn’t start out like it is. It started out just a little rat race type operation. And it expanded and it expanded until today it's where it is right now. And you and I have to make a start and the best place to start is right in the community where we live.

31. I am a cripple. I choose this word to name me
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, I’m 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.

32. WHAT’S THE FIRST UNUSUAL THING THAT YOU NOTICE
WHAT’S THE FIRST UNUSUAL THING THAT YOU NOTICE? THE SENTENCE: I AM A CRIPPLE.

33. And why use that diction choice? (cripple)?
Why does the author use this short sentence in the first position?
And why use that diction choice? (cripple)?

34. I am a cripple. I choose this word to name me
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, I’m 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.

35. So what do you notice next. What else is different
So what do you notice next? What else is different? “People – crippled or not – wince at the word “cripple,” as they do not at “handicapped” or “disabled.” “

36. 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.

37. So what do you notice next? What else is different?

38. I am a cripple. I choose this word to name me
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, I’m 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.

39. So what do you notice next. What else is different
So what do you notice next? What else is different? – wince at the word “cripple,” as they do not at “handicapped” or disabled.” Perhaps I want them to wince.

40. Repetition – harsh word – wince Why
Repetition – harsh word – wince Why? Perhaps to show you that you aren’t the only one who is uncomfortable by someone who is crippled. She is still a person – look past the condition to the person.

41. So what do you notice next? What else is different?

42. I am a cripple. I choose this word to name me
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, I’m 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.

43. Position: fates/gods/viruses Note 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.”

44. I am a cripple. I choose this word to name me
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, I’m 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.

45. 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”

46. Syntax often goes unnoticed by the reader, but contributes strongly to the readers impression of the topic presented.