Syntax

1. Syntax

2. 9.26/27 Objectives • Objectives: • Analyze the use of syntax in a piece of writing. • Analyze how syntax contributes to tone. • Do you still want “progress reports.” (The quotation marks are there because it’s just something I print off PowerSchool. You could, in fact, print them, too. But I will print them if you want them.) • Discuss major works data sheet!

3. 9.26/27 warm-up • Warm Up: • Write sentences expressing each of the following emotions in the scenario: You just found out that “your older sibling crashed your car” OR “your boyfriend/girlfriend cheated on you.” • Anger • Frustration • Fear • Rationalization • Excitement.

4. Syntax Notes • Syntax is sentence structure. • Schemes are a way in which sentences are manipulated for a particular effect. • There are a number of sentence patterns that we look for in analyzing syntax. • They fall under three main categories of syntax: Functional, grammatical, rhetorical.

5. Functional • Functional: what the function of the sentence is. • Functional • Declarative (statement) • Interrogative (question) • Imperative (command) • Exclamatory (exclamation)

6. Come up with some examples for each • Nobody wins any prizes!

7. Syntax • Grammatical: It’s the grammar . . . • Simple (one subject, one verb-one independent clause) • Ex: Johnny threw the ball. • Compound (two independent clauses joined by a conjunction or a semicolon) • Ex: Johnny threw the ball, and it rolled down the hill. • Complex (one independent, one or more subordinate clauses) • Ex: Running quickly, I caught up with Sally before she got on the bus. • Compound-Complex (two or more independent and one or more subordinate clause) • Ex: The dog was waiting by the door when I came home from school on Friday; he jumped all over me when I walked in.

8. Johnny threw the ball. • Johnny threw the ball, and Billy caught it. • Johnny threw the ball; he ran to school. • Because he is on the team; Johnny threw the ball. • Johnny threw the ball, and he ran to school because he was late.

9. Now you come up with examples • Of simple, compound, complex, compound-complex . . . • Funniest examples wins prizes from Campolmi whom you can trust. • I don’t hate you because you’re ugly. You’re ugly because I hate you.

10. Clauses • Sentence structure. • clause: A grammatical unit that contains both a subject and a verb. • An independent, or main, clause expresses a complete thought and can stand alone as a sentence. • A dependent, or subordinate, clause cannot stand alone as a sentence and must be accompanied by an independent clause. • In this sample sentence, "Because I practiced hard, my AP scores were high.” What is the IC and what is the DC?

11. Rhetorical sentences (not like rhetoric) • Rhetorical sentence types: determines where the main idea of a sentence is located. • Usually, identified by location of the (main) predicate. • There are three main types of rhetorical sentence structures.

12. Rhetorical sentence types • Loose/Cumulative (main idea stated at the beginning of the sentence followed by additional information) • Ex: He resigned after denouncing his accusers and asserting his own innocence time and time again. (the sentence continues after the main idea has been stated) • Periodic (main idea is withheld until the end of the sentence) • Ex: After denouncing his accusers and asserting his own innocence time and time again, the State Department official resigned. (main idea is suspended until the end) • Balanced Sentence: (both halves of the sentence are about the same length and importance) • Ex: Batman is in charge of saving Gotham; Superman is in charge of saving Metropolis. • Ex: If Joker robs the bank before Batman gets there, then Robin will have to take matters into his own hands.

13. Rhetorical sentence type activity • Turn the following sentences into periodic sentences • Old friends are often shocked and embarrassed when they meet after years of separation and find they have little in common. • She made her way along the peak of the burning roof, carefully at first, then with reckless steps.

14. Syntax Activity • Read the Frederick Douglass excerpt and create a chart like the one modeled on the back of your handout. • Begin working with a partner on just the first paragraph. • Work individually on the second paragraph. • Compare your responses with those of a neighbor. • Finish the third paragraph on your own.

15. Amend your chart to include . . .

16. You are loosed from your moorings, and are free; I am fast in my chains, and am a slave!

17. Homework • Read through Chapter 16 of The Scarlet Letter. • Identify and annotate 3 significant passages from the reading. • Prepare one discussion question for each chosen passage. • Answer your own discussion question in paragraph format on a separate sheet of paper.

18. 9.30/10.1 Objectives • Discuss major works data sheet with A-Team! • Pass your TSL quiz! • Analyze a passage from TSL for syntax. • Identify rhetorical schemes. • Analyze a text for theme

19. 9.30/10.1 Warm-up • There are, like, four characters in TSL. • Choose two of those characters. • Find a passage in TSL that best characterizes them.

20. Post quiz • Sorry. • No books again. • Pick up the worksheet next to your folder. • Complete the chart for Ch.11, paragraph 1.

21. Amend your chart to include . . .

22. 9.30/10.1 Schemes • Review the terms on the handout that you printed out for today. • Add activity. • Ok.

23. Antimetabole • An tim E tab e lay • Balance. • Words repeated in clauses. • We didn’t land on Plymouth Rock; Plymouth Rock landed on us.

24. Juxtaposition vs. Parallelism • Juxtaposition is a contrast of ideas in a sentence. • Not quite a non-sequitur. • Parallelism is more like adding to an already existing idea, creating balance.

25. Anaphora vs. Asyndeton • Repeating same word/groups of words at the beginning of successive clauses. • Omission of conjunctions. • So . . . • Asyndeton can be anaphora, but not the other way around. • GRRRR.

26. Epistrophe • Repeat same word at the end of sentences. • Or, basically, the opposite of Anaphora.

27. Polysyndeton • Adding unnecessary conjunctions. • Creates a “rambling” feel. • Opposite of asyndeton.

28. Zeugma • 1 verb. • 2 objects.

29. Appositive vs. Parenthesis • Both interruption. • Appositive: Renames or defines the subject. • Parenthesis: provides extra information that does not necessarily redefine anything.

30. “which evidently found something congenial in the soil that had so early borne the black flower of civilization, a prison. But, on one side of the portal, and rooted almost at the threshold, was a wild rose-bush, covered in this month of June, with its delicate gems. (Chapter 1, paragraph 2) • “The directness of his appeal drew the eyes of the whole crowd upon the Reverend Mr. Dimmesdale; a young clergyman, who had come from one of the great English universities, bringing all the learning of the age into our wild forest-land.” (Chapter 3, paragraph 22)

31. “It irks me, nevertheless, that the partner of her iniquity should not, at least, stand on the scaffold by her side. But he will be known!—he will be known!—he will be known!” (Chapter 3, paragraph 13) • “Had there been a Papist among the crowd of Puritans, he might have seen this beautiful woman . . . with the infant at her bosom, an object to remind him of the image of Divine Maternity.” (Chapter 2, paragraph 18)

32. “No matter whether of love or hate; no matter whether of right or wrong!” (Chapter 4, paragraph 27) • “The very law that condemned her—a giant of stern features, but with vigor to support, as well as to annihilate, in his iron arm—had held her up, through the terrible ordeal of her ignominy.” (Chapter 5, paragraph 1)

33. “Thus the young and pure would be taught to look at her, with the scarlet letter flaming on her breast,—at her, the child of honorable parents,—at her, the mother of a babe, that would hereafter be a woman,—at her, who had once been innocent,—as the figure, the body, the reality of sin.” (Chapter 5, paragraph 1)

34. Group activity • of three I will choose. • SwGroupsap the questions you created for TSL (last class’ HW). • Answer questions then discuss/compare answers. • I will be listening to what you say and taking notes. I hope you say something interesting . . .

35. Close • Ticket out. • Write the most insightful thing you heard today from your group. • And, no, it can’t be your insight. • Narcissist . . . • HW: print diction notes from wiki • Study for vocab. quiz

36. 10.2/10.3 Objectives • Pass your vocab. Quiz • Analyze a text for schemes and tropes • Analyze a text (TSL) for themes • No quiz on Friday. Let me explain . . .

37. Warm-up • Take a few minutes to review your Diction notes that you printed off for class and the 7 ways to classify diction. • When reading the following passage make a chart in your journal to identify each aspect. You should identify if it contains the following elements: • Denotative, Connotative, Abstract, Concrete, General, Specific, Formal, Middle, Informal

38. 10.2/10.3 warm-up • The road, after the two wayfarers had crossed from the peninsula to the mainland, was no other than a footpath. It straggled onward into the mystery of the primeval forest. This hemmed it in so narrowly, and stood so black and dense on either side, and disclosed such imperfect glimpses of the sky above, that, to Hester’s mind, it imaged not amiss the moral wilderness in which she had so long been wandering. The day was chill and sombre. Overhead was a gray expanse of cloud, slightly stirred, however, by a breeze; so that a gleam of flickering sunshine might now and then be seen at its solitary play along the path. This flitting cheerfulness was always at the farther extremity of some long vista through the forest. The sportive sunlight—feebly sportive, at best, in the predominant pensiveness of the day and scene—withdrew itself as they came nigh, and left the spots where it had danced the drearier, because they had hoped to find them bright.

39. Vocab Quiz! • After passing your Vocab Quiz ( . . . ) put it in the folder. • Pick up the activity next to the folder in front and do that activity. Yay!

40. TSL Discussion • Continue answering each other’s questions with the groups of 3 that you were in last class. • Take 5 minutes to discuss which question you found to be the most thought provoking • Share this question with the class!

41. Close and HW • Most insightful thing you heard today from your group? • And, no, it can’t be your insight. • Narcissist . . . • For next class: Shea’s p. 110. answer #5 and 7 • For next, next class, finish the “figurative language or tropes” definitions/examples on the second page of your diction notes.

42. “which evidently found something congenial in the soil that had so early borne the black flower of civilization, a prison. But, on one side of the portal, and rooted almost at the threshold, was a wild rose-bush, covered in this month of June, with its delicate gems. (Chapter 1, paragraph 2) • “The directness of his appeal drew the eyes of the whole crowd upon the Reverend Mr. Dimmesdale; a young clergyman, who had come from one of the great English universities, bringing all the learning of the age into our wild forest-land.” (Chapter 3, paragraph 22)

43. October 4/7 Objectives • Analyze poetry for diction and syntax. • Participate in a discussion of Scarlet Letter. • Analyze a passage in TSL for diction and syntax. • Due? What’s due? Um . . . • Oh the thing in Shea’s!

44. 4/7 October 2013 Warm-up Warm Up: Identify as many diction and syntax devices as are used in the following poem.

45. I love to go out late in September among fat, overripe, icy, black blackberries to eat blackberries for breakfast, the stalks very prickly, a penalty they earn for knowing the black art of blackberry-making; and as I stand among them lifting the stalks to my mouth, the ripest berries fall almost unbidden to my tongue, as words sometimes do, certain peculiar words like strengths or squinched, many-lettered, one-syllabled lumps, which I squeeze, squinch open, and splurge well In the silent, startled, icy, black language of blackberry-eating in late September. --Galway Kinnell

46. Blackberry poem thingy • What effect do the devices have on the theme/tone? • In other words, why did the poet use them?

47. “It irks me, nevertheless, that the partner of her iniquity should not, at least, stand on the scaffold by her side. But he will be known!—he will be known!—he will be known!” (Chapter 3, paragraph 13) • “Had there been a Papist among the crowd of Puritans, he might have seen this beautiful woman . . . with the infant at her bosom, an object to remind him of the image of Divine Maternity.” (Chapter 2, paragraph 18)

48. “No matter whether of love or hate; no matter whether of right or wrong!” (Chapter 4, paragraph 27) • “The very law that condemned her—a giant of stern features, but with vigor to support, as well as to annihilate, in his iron arm—had held her up, through the terrible ordeal of her ignominy.” (Chapter 5, paragraph 1)

49. “Thus the young and pure would be taught to look at her, with the scarlet letter flaming on her breast,—at her, the child of honorable parents,—at her, the mother of a babe, that would hereafter be a woman,—at her, who had once been innocent,—as the figure, the body, the reality of sin.” (Chapter 5, paragraph 1)

50. Discussion • Does AD understand sin? • What is the contrast between AD and HP? • Is Pearl caught in the middle? • Pearl’s relationship with RC? • Hester’s relationship with the forest? • How and why does the “A” change? • HP’s appearance? Feelings need to be awakened? Inner beauty? • JUSTIFY RC’S EVILITY!!! • Why does AD punish himself? Is he alive inside? Does he have feeling/passion? • PEARL? Why is she so darn destructive? • PEARL vs. the Puritans. This Sunday Sunday SundaySunday. . .