SYNTAX
And why you should care
INTRODUCTION- SO WHO CARES?
Understanding text means looking beyond mere
words on a page to the choice and arrangement of
those words in order to analyze the way a writer
expresses herself.
 This is called style, and it encompasses syntax
(the order in which words are put together),
diction, and tone.
 These elements of style help you make inferences
and draw conclusions about what you read.

EXAMPLE: “SHOOTING DAD” (SHE DOESN’T
ACTUALLY SHOT DAD IN THE ESSAY)

“Our
house was partitioned off into
territories. While the kitchen and
the living room were well within
the DMZ (demilitarized zone), the
respective work spaces governed by
my father and me were jealously
guarded totalitarian state in which
each of us declared ourselves
dictator.”
PLICKER QUESTIONS 1 AND 2
BUT WAIT A MINUTE… THESE ARE
IMPORTANT TOO
 Tone:
The tone tells you the writer’s
attitude toward a subject. Many
different tones can exist in a text
(humorous, serious, grim, formal,
etc.)
 Diction: The tone and attitude of
apiece are directly impacted by the
words a writer chooses.
LOOK AT THESE TWO SENTENCES:
1.
Rising unemployment is a
looming crisis.
2. Rising unemployment is
an upcoming problem.

What is the difference?
PLICKER QUIZ
WELL HERE IT IS…
These sentences mean the same thing, but the
words used in the first sentence create a sense of
urgency in the reader.
 It’s not just a problem; it’s a crisis! This problem
isn’t just coming; it’s looming over us like a
sinister shadow. The connotations, or emotions,
associated with words help a writer establish the
tone of a piece of writing. In the previous
example, the word “problem” is relatively
neutral, but “crisis” gives a sense of urgency.
Also, the word “looming” is supposed to instill a
sense of dread in the reader.

LOOK AT THIS PICTURE. NOW LOOK AT
THE UPCOMING DESCRIPTIONS
WHAT’S THE DIFFERENCE?
Description 1: What an eyesore! Rotting wood
and falling fence posts are not the image we want
to project for our family ranch. We should take
care of this fence
 Description 2: This fence represents a simpler
time when our great-grandparents first started
ranching and knew how to make the most of
what they had. We should take care of this fence.


Using your notes, answer these questions about each
description: What does the sentence “We should take
care of this fence” mean? How do you know?.
BUTCHER PAPER DISCUSSION
WRITE YOUR ANSWER ON A STICKY NOTE AND
POST IT.
SO WHAT’S THE DIFFERENCE IT’S JUST A
FENCE…NO IT’S NOT. IT’S THE DESCRIPTION OF
THE FENCE.

As you noticed, the sentence “We should take
care of this fence” is vague and non-specific. The
writer doesn’t say explicitly what “take care of”
means. However, by analyzing the tone and
diction of the descriptions, we can determine the
point the writer is making.
NOW TO PRACTICE
Select 3 sentences from The Yellow
Wallpaper. Discuss with a partner the
following:
1. Select three sentences. What may the
syntax of each be revealing about
gender roles? How do you know?
Identify any passive voice.
2. Using these three sentences select
words that carry a strong connotation
(emotional feelings attached to the
word) and describe the impact these
words will have on the reader.
3. Identify the tone of these three
sentences. How does the tone contrast
with the mood? What shows you this?
END OF PART 1
Recall: What is the difference between active and
passive voice? Why might a writer choose passive
voice over active voice? Why might Mrs. Mathews
want you to use active voice?
PART 2
Syntax – The Order of Words
WHAT THIS MEANS TO YOU..
While tone and diction refer to the words that a
writer chooses, syntax is the order in which the
words are written or spoken. Just as the
definition of each word in a sentence conveys
meaning, the order of the words also conveys
meaning.
 For example, “Lori picked up the baby” and “The
baby picked up Lori” have very different
meanings.

EXAMINE THIS QUOTE. WHAT DOES IT
MEAN? HOW DO YOU KNOW?
MATTERS WORD PLACEMENT DOES

The word order of this sentence is inverted. You
or I might say, “The future is always in motion.”
However, if you read Yoda’s words out loud, you
will hear that the inverted sentence gives a sense
of motion by beginning the sentence with the
word “Always.” Perhaps that word creates an
image of years and years or a sense of something
going on endlessly, while the typically ordered
sentence sounds static in comparison. The order
of the words reinforces their meanings.
INFERENCES AND MAKING CONCLUSIONS
You may have heard the expression “reading
between the lines.” The expression means that
readers should look beyond the words printed on
the page to discern what the writer really means.
This is the essence of making an inference.
 When a reader makes an inference, the reader
calls upon previous knowledge and his or her own
ideas to fill in gaps within a text with
information or to enhance the understanding of a
text. Readers can use an inference to draw
a conclusion about the text.
 Analyzing a writer’s syntax can help you make
inferences and draw conclusions about the
meaning of a text.

TYPES OF SENTENCES





If words are the building blocks used to build sentences,
then sentences are the building blocks that build a
paragraph. When you read informational texts, it is
important to keep in mind that writers are trying to make
meaning with their word choices and syntax (word order).
Take a look at the four different types of sentences below
and note how each type of sentence has a different effect on
meaning.
Declarative: The sentence is a statement.
I went to the store.
Interrogative: The sentence asks a question.
Do you want me to go to the store?
Imperative: The sentence gives an order or command.
Go to the store.
Exclamatory: The sentence expresses a strong feeling.
I am going to the store whether you like it or not!
KAHOOT QUIZ
RHETORICAL QUESTIONS

A rhetorical question is a special type of
interrogative. A rhetorical question is a question
for which no reply is expected, either because the
answer is obvious and the writer is trying to get
the reader to see an issue in a different way, or
because the writer will provide the answer.
Writers use rhetorical questions to expand the
conversation between themselves and the reader.
Here’s an excerpt from a speech delivered by
former slave Frederick Douglass on July 5, 1852,
to an anti-slavery group in Rochester, New York.
He gave this speech nine years before the onset of
the Civil War.
 “Would you have me argue that man is entitled to
liberty? That he is the rightful owner of his own
body? You have already declared it. Must I argue
the wrongfulness of slavery? Is that a question
for republicans?”

LET’S ANALYZE THE FOLLOWING
SENTENCES.


What do the following sentences reveal:
“Would you have me argue that man is entitled to
liberty? That he is the rightful owner of his own
body? You have already declared it.”
ANSWER

Douglass “asks” two questions and then answers
them. Basically Douglass says this: I should not
have to argue that all men are entitled to liberty
and should not be slaves because the Declaration
of Independence states those facts outright.
However, Douglass’s use of rhetorical questions
reinforces his message that until all men are free,
celebrating the Declaration of Independence, a
document that specifically states “all men are
created equal,” is hypocritical. His use of
rhetorical questions allows him to challenge the
audience without insulting them or turning them
off to his message.
EXAMINE THE RHETORICAL QUESTIONS
HERE


Must I argue the wrongfulness of slavery? Is that
a question for republicans?
Using your notes, explain what Douglass is
saying to his audience. When you are finished,
check your understanding to see a sample
response.
ANSWER

Douglass’s entire speech is filled with rhetorical
questions, underscoring the point that until all
men are free, celebrating freedom is a sham.
YOUR TURN 
Create a T chart as shown
Identify the rhetorical
questions in paragraph 2,
3,6,54,70.
Write the rhetorical question,
what it is really revealing, and
then weave the two pieces of
information together using
weaving verbs.
END OF PART 2
START OF PART 3
The syntax of sentences
SENTENCE LENGTH
Lengths of sentences can lend meaning to
writing.
 For instance: “Our house was partitioned off into
territories. While the kitchen and the living room
were well within the DMZ, the respective work
spaced governed by my father and me were
jealously guarded totalitarian state in which each
of us declared ourselves dictator.”
 The first sentence carries the main idea. The
second sentence is 5 times longer and builds on
the main idea, describing the conflict of war.

WHICH IS MUCH BETTER THAN SAYING
Dad
and I didn’t get along, so we
had our own work space
separate from each other.
SENTENCE STRUCTURE
Sentences are made up of 2 types of clauses:
Independent (can be understood by themselves),
and dependent (need to be attached to an
independent clause to be understood).
 Simple sentence: subject + verb + object, with no
dependent clauses.



Susan likes schcool.
Compound sentence: 2 independent clauses
joined by a coordinating conjunction.

Susan went to school, but I didn’t.
SENTENCE STRUCTURE TYPES

Simple sentence: subject + verb + object, with no
dependent clauses.


Compound sentence: 2 independent clauses
joined by a coordinating conjunction.


Susan went to school, but I didn’t.
Complex Sentence: One independent clause and
at lease one dependent clause.


Susan likes school.
Even though she was sick, Susan went to school.
Compound- Complex: Composed of a compound
sentence with at lease one dependent clause.

Even though she was sick, Susan went to school, but
I stayed home.
KAHOOT QUIZ
END OF PART 3
Please proceed to writing assignments 1,2 and the
essay. 