Syntactic Variety: Chapter 7, Roll of Thunder, Hear My Cry
Using a mixture of different sentence structures reduces repetition and adds emphasis to important points in the text.
Directions: Turn to page 144 in the novel. Read the paragraph starting “Then too there was T.J….” and notice the author’s
syntax. Read to the end of that paragraph on page 145. When you have finished, read the sentences below (from that
passage) and label their syntax. Answer the questions that follow.
1) Then there too was T.J., who, although not really my problem, was so obnoxiously flaunting Stacey’s wool coat
during these cold days that I just about had decided to deflate him at the same time I took care of Lillian Jean.
What do you notice about this sentence? How did the syntax variation make it more “effective”?
-starts with an adv. , subject and verb are inverted, non-essential phrase set off by commas, at least 4 prepositional phrases
-by adding phrases, the author makes the sentence more specific; by starting with an adv and inverting the sub/verb, the
author creates a rhythm
2) Ever since the night Mr. Avery had brought him to the house to return the coat and he had been told by Uncle
Hammer and a faltering Stacey that the coat was his, T.J. had been more unbearable than usual. What do you
notice about this sentence? How did the syntax variation make it more “effective”?
3) He now praised the coat from the wide tips of its lapels to the very edges of its deep hem. What do you notice
about this sentence? How did the syntax variation make it more “effective”?
4) No one had ever had a finer coat; no one had ever looked better in such a coat; no one could ever hope to have
such a coat again. What do you notice about this sentence? How did the syntax variation make it more “effective”?
-notice 3 independent clauses, separated by semicolons; each IC starts with the same pronoun (no one) and the verbs
are parallel (had, had, could)
-by starting with the same pronoun, the author creates repetition, which signifies the information is important;
combining 3 choppy IC with semicolons creates a rhythm that is different than the normal rhythm of a longer sentence
combined with sub. conjunctions or relative pronouns.
Using Sentence Variety at the Beginning of Sentences
Read the following sentences and consider what they all have in common:
John and Amanda will be analyzing this week’s financial report.
The car screeched to a halt just a few inches away from the young boy.
Students rarely come to the exam adequately prepared.
If you are having trouble figuring out why these sentences are similar, try underlining the subject in each. You will notice that
the subject is positioned at the beginning of each sentence—John and Amanda, the car, students. Since the subject-verb-object
pattern is the simplest sentence structure, many writers tend to overuse this technique, which can result in repetitive
paragraphs with little sentence variety.
Starting a Sentence with an Adverb
One technique you can use so as to avoid beginning a sentence with the subject is to use an adverb. An adverb is a word that
describes a verb, adjective, or other adverb and often ends in -ly. Examples of adverbs include quickly, softly, quietly, angrily,
and timidly. Read the following sentences:
She slowly turned the corner and peered into the murky basement.
Slowly, she turned the corner and peered into the murky basement.
In the second sentence, the adverb slowly is placed at the beginning of the sentence. If you read the two sentences aloud, you
will notice that moving the adverb changes the rhythm of the sentence and slightly alters its meaning. The second sentence
emphasizes how the subject moves—slowly—creating a buildup of tension. This technique is effective in fictional writing.
Rewrite the following sentences, placing the adverb in the beginning. Notice that an adverb used at the beginning of a sentence is
followed by a comma.
1. Uncle Hammer quickly grabbed the coat from Stacey’s hands.
2. Cassie noticed that Big Ma was slowly inching toward the front door.
3. The Logan children sat in the kitchen quietly working on their homework.
Starting a Sentence with a Prepositional Phrase
A prepositional phrase is a group of words that behaves as an adjective or an adverb, modifying a noun or a verb. Prepositional
phrases contain a preposition (a word that specifies place, direction, or time) and an object of the preposition (a noun phrase or
pronoun that follows the preposition).
Read the following sentence:
The terrified child hid underneath the table.
In this sentence, the prepositional phrase is underneath the table. The preposition underneath relates to the object that follows
the preposition—the table. Adjectives may be placed between the preposition and the object in a prepositional phrase.
The terrified child hid underneath the heavy wooden table.
Some prepositional phrases can be moved to the beginning of a sentence in order to create variety in a piece of writing. Look at
the following revised sentence:
Underneath the heavy wooden table, the terrified child hid.
Notice that when the prepositional phrase is moved to the beginning of the sentence, the emphasis shifts from the subject—
the terrified child—to the location in which the child is hiding. Words that are placed at the beginning or end of a sentence
generally receive the greatest emphasis. Take a look at the following examples. The prepositional phrase is underlined in each:
Rewrite the following sentences, placing the prepositional phrase at the beginning of the sentence. Note that when a
prepositional phrase starts a sentence, it is often followed by a comma.
1. The bandaged man waited in the doctor’s office.
2. My train leaves the station at 6:45 a.m.
3. Passengers exchange tickets at the counter each morning.