Analysis of SYNTAX
Definition and Main
Ideas

Syntax is not a “stand-alone” analysis. We use analysis
of syntax to SUPPORT our analysis of other aspects of
style.
The word syntax refers to the way words and phrases
are arranged to form sentences and paragraphs.
We also use the words sentence structure and phrasing
to describe this same concept.
Syntax main ideas
continued…

When we analyze syntax, we identify sentence
structures and analyze how the relationship
between the syntax and the content reflects the
author’s purpose.
The first step to analyzing syntax is identifying it
in a reading. To do this, we must understand some
basic concepts related to syntax and sentence
structure.
Important Terms related to
Syntax…

Sentence Type
Sentence Length
Repetition
Parallel Structure/Parallelism
Juxtaposition
Rhetorical Question
Rhythm/Narrative Pace
Specific Kinds of Punctuation
Sentence Types

Cumulative Sentence: Begins with independent clause and
finishes with a series of modifiers (phrases or clauses)
EX: I opened my eyes sluggishly, worried that I had again
overslept, and thinking about the test I would have to take
that day.
Think: what is emphasized in this sentence?
**Cumulative sentences show a reflective quality, and place
emphasis on the main idea in a sentence.***
Sentence Types

Periodic Sentence: Begins with a series of subordinate
modifying phrases and clauses, then ending with a forceful
independent clause.
Ex: If I had only taken his keys, or had I even tried, he might
not have made that terrible mistake to drive drunk, and my
best friend would still be alive.
Think: what is the effect of this sentence?
**periodic sentences create a build-up, crescendo, or suspense
effect***
Sentence Types

Absolute Language: language with no “middle
ground”; Absolute language conveys a confidence.
Ex: I am always on time. (words like always, never,
perfect, etc., can indicate absolute language)
Declarative Sentence: A sentence that makes a
statement. Related to absolute language. Also conveys
confidence. Ex: There is nothing to fear but fear itself.
Sentence Types

Conditional Sentence: an “If-Then” sentence: a sentence
which focuses on a question of truth or fact, introduced by
“if” or its equivalent. Conveys a logical thought process and
appeals to our sense of logic and reason.
Ex: If you study hard, then you will do well in class
Imperative Sentence: a sentence giving a direct command,
where the subject is implied. Seen as a strong command or
call to action. Ex: Do this assignment!
Identifying Sentence Types

On your own, read through the Douglass passage again, this time
with an eye for sentence structure.
As an annotation exercise, mark each sentence with its type. In other
words, next to sentence one, you would put the word “declarative”
in the margin next to the sentence.
Do this for each of the 19 sentences.
HW: on a separate sheet, find and copy one example of each of the
following sentences: Cumulative, Periodic, Declarative,
Conditional, Imperative. Label each. Due tomorrow.
Other syntax-related terms
defined

Polysyndeton-the use of many conjunctions to separate
clauses and phrases; it can be used to slow the narrative pace
of writing, and may also create a crescendo or build up of
thought or emotion.
Asyndeton-the practice of leaving out the usual conjunctions
between coordinate sentence elements; often used to speed
up the narrative pace, or suggest an emotional haste
Repetition-repeating words or whole phrases; used to add
emphasis
More terms…

Parallel Structure/Parallelism-A set of similarly structured words, phrases, or
clauses that appears in a sentence or paragraph. It shows equal importance of
ideas, and is a tool used to add emphasis to an idea or concept.
Ex: Give me liberty or give me death!
Juxtaposition-placing two ideas, words, or pictures side by side so that their
closeness creates a new, sometimes ironic, meaning.
Ex: “The wretchedness of slavery and the blessedness of freedom
were perpetually before me.”
Rhetorical Question-a question posed by the writer not to seek an answer but
to instead affirm or deny a point simply by asking a (somewhat obvious or
leading) question about it.
Ex: Do you want to fail? (obviously the answer is no…)
Guided Practice

Read the Douglass passage with me. As you read, take
note of the other syntax related terms.
Question:
What are the most prevalent syntactical elements in this
passage? What might the purpose be for using them?
Narrative Pace

While not a “term” per se, we often discuss how syntax
impacts narrative pace in our commentary.
Def: the pace of the writing is how quickly is moves from
one event or action to another. It can aid in creating mood,
tone, and highlighting purpose.
Ex: narrative pace could be speeded up through the use of
short, even fragmented sentences structures, in order to
convey a sense of urgency. On the other hand, a slower
narrative pace could indicate a thoughtfulness or reflective
quality.
Important Punctuation

Elipsis (…): An elipsis can show an omission, or can be
used in fiction to indicate that an idea is trailing off or
left unfinished. This could indicate a lack of confidence
or could just be an attempt at brevity.
M-dash (--): This long dash is a sort of glorified comma
and can be used to show a long pause, or to set off
additional explanatory information in a sentence.
More important punctuation

Colon(:): Indicates an explanation or example is
coming. Use of a colon can signal that the author is
reflecting or adding detail to a larger point.
Semi-colon(;): This is used like a period in that is joins
two independent clauses together, but the two
complete thoughts are very closely related. Use of a
semi-colon can show a thoughtfulness and also slow
narrative pace.
Guided Practice

Together with me, let’s read through the passage once
more and look for punctuation that seems to stand out.
Question: What punctuation do you notice and how
does it relate to the author’s purpose or attitude?
Syntax analysis: process

Step 1: First, consider Subject, Purpose, and Attitude.
Do either a formal written or cursory analysis of diction
and figurative language to come to this conclusion.
Subject:
Purpose:
Tone:
Remember, we are looking for syntax that SUPPORTS
this first read.
Syntax analysis cont’d

Step 2: Reread the passage and, as you read, look for
places to break the passage into a “beginning”, a
“middle” and an “end”. There is no one right way to
divide the passage, but it should make sense to you!
As we read, mark the beginning, middle and end as
you see them.
Syntax analysis cont’d

Step 3: Write your observations of the syntax in the
margins of your reading. Note as many sentence
structures/concepts as you can. Look for patterns or
repeated syntactical constructions.
This is difficult and will improve with practice.
Discussion and class work: Annotate your reading.
What examples of syntax to we notice? How might
they connect/relate to purpose?
Writing the Syntax Paragraph

Topic Sentence:
Before you start the paragraph, you need a topic sentence;
this should include the word syntax or a synonym and
should describe the syntax in general terms.
Use the following sentence pattern to help start:
The author’s syntax moves from ________ to __________ and
finally to ______________.
(note that a good TS will also connect to purpose)
Example TS…

1. Douglass’ syntax at the beginning seems concise and
clear, then becomes riddled with parallelism and
repetition, and finally concludes with a lengthy
conditional sentence containing asyndeton that calls for
our understanding and sympathy.
2. Douglass’ syntactical structure moves from a series of
short statements to sections of reflective cumulative
sentences and finally to a long, complex sentence in
which the author attempts to explain his fears to a nonslave.
Chunk Writing…CD’s and CM’s

**important note: unlike previous style paragraphs, this
one needs THREE chunks, not just two.**
Example Sentence (CD):
 This will be totally different than any CD you have
previously written, mainly because it will usually
NOT contain quotes.
 Your aim is to DESCRIBE the syntax of the
section—beginning, middle, or end.
Example CD

For the Beginning Section:
1. The author begins his passage with a series of
cumulative sentences which juxtapose the concepts of
freedom and slavery.
2. In the beginning, the sentences are grammatically
correct without error until they begin to disintegrate
into a series of dashes.
Commentary

Form follows
function!
Huh?
Commentary

Commentary for this paragraph follows a specific
pattern:
CM#1: Comment on the significance of the example
sentence.
CM#2: Explain why the author chooses this particular
syntax/structure.
Example

CD: The author begins his passage with a series of
cumulative sentences which juxtapose the concepts of
freedom and slavery.
CM #1: This juxtaposition is significant because, as it is
presented in cumulative sentences, it reflects on the vast
differences between the states of freedom and enslavement.
CM#2: Douglass does this to emphasize just how different
these two states of being feel, with one being horrible, and
the other heavenly.
Practice

Use this chart to organize your ideas about syntax, and
to clarify your topic sentence idea.
No complete sentences are needed here, just bullet
points.
Dialogue and example

Share your ideas and chart with your partner. Partners:
please help your classmate to critically evaluate their
own ideas. Raise some questions.
As a whole, let’s take a look at an example of what this
looks like.
Drafting the Paragraph

Two sentence introduction paragraph: state the author,
subject, purpose, and attitudes. (this is basically the set-up to
your syntax analysis)
In the passage by Fredrick Douglass, the elated but distrustful
tones reflect his new-found joy but also his fear of capture and his
inability to trust as well. After being tortured by his white owners,
Douglass relishes his liberty, but he is constantly cowering in the
shadows, knowing that the possibility of enslavement is always
present.
Then, begin your syntax paragraph…
HW:

Draft your Two Sentence Intro, and your Syntax
Paragraph.
Due tomorrow.