1. Introduction to Syntax AP English 3

2. Syntax Also referred to as Sentence Structure on the AP Exam Syntax- how sentences are used You must learn to analyze the way an author uses sentences to deliver his or her message.

3. When Analyzing… You MUST LOOK AT ENTIRE PASSAGE. See how all sentences work together How does this help deliver message? Some (not ALL) authors use syntax in creative ways to express themselves. Your job- analyze HOW they do this.

4. Sentence Function Declarative: makes a statement I hate grading. Interrogative: asks a question Why do you hate grading? Imperative: gives a command Stop asking me questions. Exclamatory: expresses strong feeling You’re such a jerk!

5. Grammatical Classification Simple: One independent clause Israel and Marco yelled at Hector. Compound: two or more independent clauses Hector threw the pie at Israel, but Israel ducked. Complex: one independent clause and one or more dependant clauses Because Israel ducked, Marco got the pie in the face. Compound-Complex: two or more independent clauses and at least one dependant clause Because Israel ducked, Marco got the pie in the face, and both Israel and Hector had to apologize to Marco’s mother for ruining his new shirt.

6. Sentence Length Long Short Variety Ex: a lengthy sentence followed by a short one will stress a point. “I don’t want to hear any more excuses as to why a pie ended up on my precious, angelic son’s new teal shirt from either of you despicable hoodlums. I’m calling parents!”

7. Rhetorical Sentences Periodic: Main idea comes at the end of the sentence (not grammatically complete until the end) Sitting by the fire, eating her last bon bon, looking listlessly into space, Mrs. Moehring dreaded going back to work. Cumulative: sentence begins with main idea, followed by phrases elaborating on it. Mrs. Moehring dreaded going back to work, sitting by the fire, eating her last bon bon, looking listlessly into space. Rhetorical Question: question that does not require answer as answer is obvious. Why do we dread going back to school?

8. More to look for: Punctuation: anything other than a period or comma. Repetition: use of same words, phrases or clauses more than once for emphasis. Anaphora Pigs are an amazing animal. Pigs can eat through bone and therefore are good for disposing of bodies. Pigs are creepy. Epistrophe If you want to graduate with honors, you have to act like someone who wants to graduate with honors. Anadiplosis She hates dogs- dogs are persistently happy and she wanted to be angry at the world. Epanalepsis We hope that everything is as perfect as we hope.

9. More to look for: Parallel Structure (parallelism): repetition of the same grammatical structure in phrases and clauses; match noun for noun, verb for verb, etc. “Together, let us explore the stars, conquer the deserts, eradicate disease, tap the ocean depths, and encourage the arts and commerce.” - Kennedy Antithesis (a type of parallelism for contrast) “It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness…” – Dickens Rhythm or Movement: creating a tempo through a pattern of sounds throughout the piece “I have a dream that one day every valley shall be exalted, every hill and mountain shall be made low, and rough places will be made plains, and the crooked places will be made straight, and the glory of the Lord shall be revealed, and all flesh shall see it together.” – King Inversion: sentence elements placed out of their normal order “Truly wonderful, the mind of a child is.” – Yoda

10. Effect: WHY the author did this Builds excitement/ intensity* Builds to make a point* Explains a point Pulls the reader into the passage* Adds complexity* Creates rhythm* Evokes an emotion Example: “It was the best of times, it was the worst of times…”: This introduction to Dicken’s novel was intentional. It revealed the paradox of the time in which the novel takes place; the French Revolution. The effect of this excessive parallelism was multiple: all those with an asterisk could suffice as a reason.