SYNTAX

Syntax

*The syntax of a poem is only one component of the piece’s larger structure or form. Remember, “structure” is a broad, vague term and can mean a variety of things, including the way the poet decides to utilize punctuation, the length of the sentences, etc.

​

Today we’re going to focus primarily on “syntax” and the various ways that poets can manipulate the structure of their lines and sentences to best illustrate the message they’re trying to convey.

Ultimately you’re looking for syntactical patterns, but here are some questions to consider when analyzing an author’s SYNTAX:

• Punctuation: How does the author punctuate the sentence and to what extent does the punctuation affect the meaning? Does the author repeatedly use ellipses, dashes, semicolons, colons, italics, capitalization, exclamation points, question marks, etc.?
• Structure: How are words and phrases arranged within the sentence? What is the author trying to accomplish through this arrangement?
• Sentence Types: Are the sentences predominately one type? For example, are they predominantly declarative? Interrogative? Exclamatory? Imperative?
• Changes: Are there places where the syntax clearly changes? If so, where, how, and why?
• Sentence Length: How many words are in the different sentences? Do you notice any pattern? For example, are the sentences all extremely short? Extremely long?
• Sentence Beginnings: How does the author begin his or her sentences? For example, does the author consistently begin with introductory phrases or clauses? In other words, does the author repeat himself or herself?

Read the following excerpt and determine how its syntax contributes to the point the author is trying to make.

​

Pay particular attention to the repetition of certain words and/or phrases and how the repetition contributes to the tone of the text.

Now let’s read a poem by Ross Gay.

​

As you’re reading, try to envision yourself reading the poem aloud. Think of the breaths you’d take while reading, the manner in which you’d pace yourself, the places where you’d pause, etc.

• To begin, what was the poem ultimately about? Tell me what’s going on in the poem and what, in your opinion, message the poet is attempting to convey.
• Now discuss the syntax of the piece. What was it like? How did you envision yourself reciting it aloud? Why?
• Now discuss HOW the syntax and pacing of the piece contributes to the meaning of the work as a whole.

The lines of the poem are broken up into many small phrases by commas and periods, organizing the thoughts into small, easy to interpret portions. They are the small phrases and simple sentences that one would use when communicating with a child or an elderly individual, simple things to communicate and connect but not overwhelm, “Move slow. Do not, right now, recall the shapes he traced yesterday on your back, moments before...” This gentle approach is soft on the eyes and allows for the poem to flow smoothly, all around establishing a softness that demonstrates the gentle care and quietness that goes into a relationship between an adult and their elderly parents. Regardless of how life may have come about, there is a softness to the aging of humans and a pensive nature to how one thinks and processes that. This pattern continues throughout the entirety of the poem, especially in the concluding image’s narration with “which is simple, which is, finally, the only task he has ever had, which is lifting his father to his feet.” The delicacy of this concluding phrase solidifies that tenderness and that unconditional love and support that exists in the bond between parent and child.