Analyzing Grammar and Syntax in Ayn Rand's Anthem

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English

Copyright © 2012 Laying the Foundation, Inc., Dallas, TX. All rights reserved. Visit us online at www.ltftraining.org.

Analyzing Grammar and Syntax in Ayn Rand’s Anthem Foundation Lesson—High School

About this Lesson This lesson guides students through a syntactical analysis of several passages from Ayn (eye-an)

Rand’s novel Anthem. Students will be introduced to terms associated with grammatical and

syntactical study, and they will discuss how these patterns and structures work to create meaning.

While students may find some of the names for syntactical devices and techniques intimidating,

the terminology is not what is important. Instead, we want students to go beyond mere

identification of terms and focus on how authors consciously manipulate words, phrases, and

clauses to establish and reinforce characterization, tone, or thematic meaning. Ultimately, we

would like students to then take this recognition and apply their understanding of syntactical

forms to their own writing. Syntactical terms and techniques are defined in the “Terms

Associated with Grammar” section on the LTF® website, which also contains grade-level

appropriate examples.

Passages for LTF lessons are selected to challenge students, while lessons and activities make

the text accessible. Guided practice with challenging texts allows students to gain the proficiency

to read independently at or above grade level.

Objectives Students will

analyze how syntactical structures create tone, reveal characterization, or support a

theme.

manipulate syntactical structures in their own writing to create specific effects.

Level

Grades Nine and Ten

Connection to Common Core Standards for English Language Arts The activities in this lesson allow teachers to address the following Common Core Standards:

Explicitly addressed in this lesson

Code CCSS Level of

Thinking

Depth of

Knowledge

RL.9-

10.1

Cite strong and thorough textual evidence to support

analysis of what the text says explicitly as well as

inferences drawn from the text.

Understand III

RL.9-

10.4

Determine the meaning of words and phrases as they are

used in a text, including figurative and connotative

meanings; analyze the cumulative impact of specific

word choices on meaning and tone (e.g., how the

language evokes a sense of time and place; how it sets a

formal or informal tone).

Analyze III

RL.9-

10.5

Analyze how an author’s choices concerning how to

structure a text, order events within it (e.g., parallel

plots), and manipulate time (e.g., pacing, flashbacks)

create such effects as mystery, tension, or surprise.

Analyze III

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Teacher Overview—Analyzing Grammar and Syntax

in Ayn Rand’s Anthem


RL.9-

10.10

By the end of grade 9, read and comprehend literature,

including stories, dramas, and poems, in the grades 9-10

text complexity band proficiently, with scaffolding as

needed at the high end of the range.

By the end of grade 10, read and comprehend literature,

including stories, dramas, and poems, at the high end of

the grades 9-10 text complexity band independently and

proficiently.

Understand II

L.9-10.3 Use knowledge of language to understand how language

functions in different contexts, to make effective choices

for meaning or style, and to comprehend more fully

when reading or listening.

Understand II

L.9-10.5 Demonstrate understanding of figurative language, word

relationships, and nuances in word meanings.

a. Interpret figures of speech (e.g., euphemism,

oxymoron) in context and analyze their role in

the text.

b. Analyze nuances in the meaning of words with

similar denotations.

Understand I

L.9-10.6 Acquire and use accurately general academic and

domain-specific words and phrases; sufficient for

reading, writing, speaking, and listening at the college

and career readiness level; demonstrate independence in

gathering vocabulary knowledge when considering a

word or phrase important to comprehension or

expression.

Understand II

W.9-10.2 Write informative/explanatory texts to examine and

convey complex ideas, concepts, and information clearly

and accurately through the effective selection,

organization, and analysis of content.

a. Introduce a topic, organize complex ideas,

concepts, and information to make important

connections and distinctions; include formatting

(e.g., headings), graphics (e.g., figures, tables),

and multimedia when useful to aiding

comprehension.

b. Develop the topic with well-chosen, relevant,

and sufficient facts, extended definitions,

concrete details, quotations, or other information

and examples appropriate to the audience’s

knowledge of the topic.

c. Use appropriate and varied transitions to link

the major sections of the text, create cohesion,

and clarify the relationships among complex

ideas and concepts.

d. Use precise language and domain-specific

vocabulary to manage the complexity of the

topic.

e. Establish and maintain a formal style and

objective tone while attending to the norms and

conventions of the discipline in which they are

writing.

f. Provide a concluding statement or section that

Create III

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follows from and supports the information or

explanation presented (e.g., articulating

implications or the significance of the topic).

W.9-10.4 Produce clear and coherent in which the development,

organization, and style are appropriate to task, purpose,

and audience. (Grade-specific expectations for writing

types are defined in standards 1-3 above.)

Create III

W.9-10.5 Develop and strengthen writing as needed by planning,

revising, editing, rewriting, or trying a new approach,

focusing on addressing what is most significant for a

specific audience. (Editing for conventions should

demonstrate command of Language standards 1-3 up to

and including grades 9-10).

Evaluate III

W.9-

10.10

Write routinely over extended time frames (time for re-

search, reflection, and revision) and shorter time frames

(a single sitting or a day or two) for a range of tasks,

purposes, and audiences.

Apply III

Implicitly addressed in this lesson:

Code CCSS Level of

Thinking

Depth of

Knowledge

L.9-10.1 Demonstrate command of the conventions of standard

English grammar and usage when writing or speaking.

a. Use parallel structure.

b. Use various types of phrases (noun, verb,

adjectival, adverbial, participial, prepositional,

absolute) and clauses (independent, dependent,

noun, relative, adverbial) to convey specific

meanings and add variety and interest to writing

or presentations.

Understand I

L.9-10.2 Demonstrate command of the conventions of standard

English capitalization, punctuation, and spelling when

writing.

a. Use a semicolon (and perhaps a conjunctive

adverb) to link two or more closely related

independent clauses.

b. Use a colon to introduce a list or quotation.

c. Spell correctly.

Understand I

SL.9-10.1 Initiate and participate in a range of collaborative

discussions (one-on-one, in groups, and teacher-led) with

diverse partners on grades 9-10 topics, texts, and issues,

building on others’ ideas and expressing their own

clearly and persuasively.

a. Come to discussions prepared, having read or

researched material under study; explicitly

draw on that preparation by referring to

evidence from texts and other research on the

topic or issue to stimulate a thoughtful, well-

reasoned exchange of ideas.

b. Work with peers to set rules for collegial

discussions and decision-making (e.g., informal

consensus, taking votes on key issues,

presentation of alternate views), clear goals and

Understand II

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deadlines, and individual roles as needed.

c. Propel conversations by posing and responding

to questions that relate the current discussion to

broader themes or larger ideas; actively

incorporate others into the discussion; and

clarify, verify, or challenge ideas and

conclusions.

d. Respond thoughtfully to diverse perspectives,

summarize points of agreement and

disagreement, and, when warranted, quality or

justify their own views and understanding and

make new connections in light of the evidence

and reasoning presented.

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LTF Skill Focus

The foundation for LTF English lessons is the Skill Progression Chart that identifies key skills

for each domain, beginning with grade 6 and adding more complex skills at each subsequent

grade level while reinforcing skills introduced at previous grade levels. The Skill Focus for each

individual lesson identifies the skills actually addressed in that lesson.

Levels of Thinking

Remember Understand Apply Analyze Evaluate Create

Close Reading written, spoken, and visual texts

Grammar purposeful use of language for effect

Composition written, spoken, and visual products

Literary Elements Character

Tone

tone determined through

diction, imagery, detail,

point of view, and syntax

Literary Techniques Antithesis

Parts of Speech

Phrases Appositive

Infinitive

Participial

Prepositional

Clauses

Dependent/Subordinate

Independent

Sentences Purpose

declarative

Structure

antithetical

Syntax Techniques

Antithesis

Parallelism

Repetition

anaphora

antimetabole

epistrophe

Analysis of a Text Meaning and Effect related

to parts of speech,

phrases, clauses,

sentences, and syntax

Types (modes) Expository

analytical

comparison/contrast

Multiple Mode

Imaginative

The Process of Composition Drafting

extended time

Style/Voice Conscious Manipulation of

sentence Patterns

Connections to AP* Analysis of syntactical devices is a task that is required of students in both the free response and

multiple choice sections of AP English Literature and AP English Language exams.

*Advanced Placement and AP are registered trademarks of the College Entrance Examination Board. The College

Board was not involved in the production of this material.

Materials and Resources

Anthem by Ayn Rand

copies of Student Activity

Handout: “Phrase Toolbox”

Handout: “Terms Associated with Grammar”

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Assessments The following kinds of formative assessments are embedded in this lesson:

brief writing assignment

dialectical journals

guided questions

graphic organizers

The following additional assessments are located on the LTF website:

Ninth Grade Diagnostic Activity—Style Analysis, “Those Winter Sundays”

Multiple Choice

Short Answer

Free Response

Teaching Suggestions

Syntactical analysis is a difficult skill for Pre-AP students, one which requires extensive teacher

modeling. Teachers might consider whole-class instruction as each skill is introduced, making

use of a document camera as students suggest answers. After each skill is presented, teachers

might allow students to complete each activity in small groups or pairs and to share answers with

the whole group. The cumulative writing activity should be completed independently, but

teachers may choose to extend the exercise by having students complete a peer revision activity.

Answers Teachers may find the following suggested answers helpful for the student activities:

Activity Two

1. a. The creed articulates the moral code of the society: the group is paramount, and no

one individual may be recognized or valued as unique, separate, or more valuable than

the others.

4. Here, teachers could discuss the archetypal nature of the forest in literature, which could

help students understand the role the forest plays as a site of testing in hero stories and

fairy tales. Equality’s experience in the forest marks an important moment in his journey

toward self-actualization, and Rand emphasizes the importance of the scene through

carefully constructed syntax.

Activity Three

1. a. The words “I know” are repeated.

b. anaphora

4. a. Sentence #2—“I know not and I care not”—is an example of parallelism.

5. Possible adjectives: determined, certain, resolute, firm, heroic, persevering, purposeful,

unyielding, unbendable

Most of the answers for this lesson are subjective and will vary. To obtain the maximum benefit

of the lesson, ask students to go beyond the expected responses.

English

Copyright © 2012 Laying the Foundation, Inc., Dallas, TX. All rights reserved. Visit us online at www.ltrtraining.org.

Analyzing Grammar and Syntax in Ayn Rand’s Anthem Foundation Lesson—High School

Activity One: Poetry of Phrases

Levels of Thinking: Remember, Understand, Apply, Analyze, Create

Using the Phrase Toolbox as a resource, write character poems about Equality 7-2521 and

Liberty 5-3000 that have the specified grammatical structures.

Poem #1 Pattern: Equality 7-2521

independent clause with an appositive phrase

participial phrase

participial phrase

participial phrase

participial phrase

participial phrase

Example:

Equality 7-2521, a man obsessed, had a secret:

Slipping away from his brothers,

Hiding under the earth,

Writing in his journal,

Stealing supplies from the Scholars,

Lighting up the universe.

Your poem:

independent clause with an appositive phrase

participial phrase

participial phrase

participial phrase

participial phrase

participial phrase

Poem #2 Pattern: Liberty 5-3000

a subordinate clause

an independent clause

an infinitive phrase and a prepositional phrase



an infinitive phrase and a prepositional phrase.

a final independent clause.

Example:

When I saw him

I wanted

To gaze upon his face

To feel his gaze upon mine

To bring him water from the moat

To touch my fingers to his lips.

He calls me his dearest one.

Your poem:

a subordinate clause

an independent clause




an infinitive phrase and a prepositional phrase.

a final independent clause.

Student Activity—Analyzing Grammar and Syntax in Ayn Rand’s Anthem


Activity Two: Identifying and Analyzing Syntax Techniques

Levels of Thinking: Remember, Understand, Apply, Analyze, Create

Antimetabole (an-ti-me-ta-bo-lee) is a sentence strategy in which the arrangement of ideas in

the second clause is a reversal of the first.

The prefix “anti” means “opposing,” “against,” or “opposite.” Think about putting your clauses

in “opposite” order when you use antimetabole in a sentence. Follow the pattern a b, b a.

The sentence carved over the portals of the Palace of the World Council is an example of

antimetabole: “We are one in all and all in one” (19).

a b b a

1. Explain the meaning of the creed that is carved over the Palace doors:

2. Why do you think the society uses antimetabole in their creed?

Here’s another example of antimetabole, as seen when Equality 7-2521 talks about his illicit

fascination with Liberty 5-3000: “For men are forbidden to take notice of women, and women

a

b

b

are forbidden to take notice of men” (38).

a

3. Why does Equality 7-2521 repeat the rule in reverse?

4. Write a compound sentence on the topic of Individualism using antimetabole.

Epistrophe (e-pis-tro-phee) is the repetition of the same word or group of words at the ends of

successive clauses.

The prefix “epi” can mean different things: “attached to,” “along,” “beside,” “outer,” or “end.”

Just as an “epilogue” is the concluding section at the end of a literary text, “epistrophe” is a

repetition of words at the ends of clauses.

Equality describes his journey through the Uncharted Forest using epistrophe: “The forest has

no end and we seek no end” (84).



5. How does Rand’s use of epistrophe help you understand how Equality 7-2521 views the

Uncharted Forest?

6. Write another compound sentence on the topic of Individualism, this time using

epistrophe:

Activity Three: Analyzing Sentence Structure and Syntax

Levels of Thinking: Remember, Understand, Apply, Analyze

Read the passage and, using your Terms Associated with Grammar handout, answer the

questions below:

1) I know not if this earth on which I stand is the core of the universe or if it is but a

speck of dust lost in eternity. 2) I know not and I care not. 3) For I know what

happiness is possible to me on earth. 4) And my happiness needs no higher aim to

vindicate it. 5) My happiness is not the means to any end. 6) It is the end. 7) It is its

own goal. 8) It is its own purpose (95).

1. Look at the first three words of sentences 1, 2, and 3. What pattern do you see?

What is this pattern called?

2. Think about the connotative meaning of the repeated words in sentences 1, 2, and 3.

What conclusions can we draw about Equality 7-2521’s character based upon the

repeated words?

3. The passage presents a series of short, declarative sentences. What feeling or emotion is

created by the use of this type of sentence structure?

What can we infer about Equality 7-2521’s character through his use of this type of

sentence structure?



4. Find an example of parallelism in this passage. Write the quote below:

What is the effect of this parallel structure on the tone of the passage?

5. Write three adjectives that describe Equality 7-2521’s attitude about happiness:

Activity Four: Analyzing Repetition

Levels of Thinking: Remember, Understand, Apply, Analyze

Read the following passage, where Equality 7-2521 describes being tortured in the Palace of

Detention for not revealing his whereabouts to officials:

1) The lash whistled like the singing wind. 2) We tried to count the blows, but we lost

count. 3) We knew that the blows were falling upon our back. 4) Only we felt nothing

upon our back any longer. 5) A flaming grill kept dancing before our eyes, and we

thought of nothing save that grill, a grill, a grill of red squares, and then we knew that we

were looking at the squares of the iron grill in the door, and there were also the squares of

stone on the walls, and the squares which the lash was cutting on our back, crossing and

re-crossing itself in our flesh (64-65).

1. Several key words are repeated in the passage, including “back” in sentences 3, 4, and 5,

“blows” in sentences 2 and 3, “grill” in sentence 5, and “square” in sentence 5. Complete

the chart below, focusing on the effect of repetition on the tone of the passage. Underline

the tone words you use in your commentary.

Repeated Word Commentary/Repetition’s effect on the passage’s tone

Back Suffering horrific pain, Equality 7-2521’s use of repetition shows his focus

and concentration as he fights to keep from revealing his secret. Equality 7-

2521 repeats the word “back” like a mantra that distracts him from the pain,

and the numbing of his back from the lashes reflects how numb he has

become to the effects of torture.

Blows

Grill



Square

Activity Five: Understanding and Analyzing Antithesis

Levels of Thinking: Remember, Understand, Apply, Analyze, Evaluate, Create

Read the following passage, which is spoken by The Golden One after she finds Equality 7-2521

in the Uncharted Forest. Here, The Golden One juxtaposes, or places side-by-side, Equality 7-

2521 and his brothers so she can compare their differences:

1) Your eyes are as a flame, but our brothers have neither hope nor fire. 2) Your mouth

is cut of granite, but our brothers are soft and humble. 3) Your head is high, but our

brothers cringe. 4) You walk, but out brothers crawl. 5) We wish to be damned with

you, rather than blessed with all our brothers. 6) Do as you please with us, but do not

send us away from you (82-83).

1. This juxtaposition contains examples of antithesis, where two clauses are balanced, but

they reveal an opposition. Complete the chart below to target how this syntax technique

affects our understanding of Equality 7-2521’s character:

Sentence

Number

What two ideas are in

opposition?

What does this opposition reveal about

Equality 7-2521’s character?

1

Equality 7-2521’s eyes are

bright, while his brothers’ are

dull and lifeless.

Equality’s eyes reflect his intelligence, hope,

and promise. He looks upon his environment

with curiosity and energy, while his brothers’

eyes reveal their weariness and fear. Equality

has not been cowed by the repressive Society,

while his brothers’ dull eyes show their defeat.

2

3



4

2. Why do you think an author would use an antithetical sentence structure when

comparing two items?

3. Look at sentence 5. What does the antithetical structure reveal about The Golden One?

What is ironic about the antithetical structure in sentence 5, given the context of the

novel?

4. What action is The Golden One trying to persuade Equality 7-2521 to do?

What effect does the antithetical sentence structure have on her persuasiveness?

5. In her speech, The Golden One uses antithesis to highlight her admiration for Equality 7-

2521. Look at the two superheroes compared below and consider how they are each

other’s antithesis, or opposite. Underline words that suggest an attitude or feeling about

the specific hero.

Batman Superman A. Wears black to reflect his “dark” inner

conflicts. Wears a black bat on his uniform.

B. Fights crime with advanced technology such

as stealth cars and computerized weaponry.

C. Is not always ethical. Does “whatever it

takes” to capture a criminal, often using

violence and intimidation.

A. Wears patriotic colors—blue, red, and gold.

Carries the American flag.

B. Fights crime with his superior physical

strength. He does not use technology for

transportation, nor does he use weapons.

C. Stands for “truth, justice, and the American

Way.”



Now, following the model above, choose two people, places, ideas, or things to contrast and list

their opposing characteristics. Underline or highlight words that suggest your attitude or feeling

about the specific item.

Item 1: Item 2:

A.

B.

C.

A.

B.

C.

About which item do you feel more positively? Explain why you feel this way:

Using the information from your chart, write a paragraph in which you use an antithetical

sentence structure to reveal important characteristics of a friend, family member, role model, pet,

etc. Model the structure of your paragraph on The Golden One’s speech above. Make sure you

choose words and comparisons that reflect your positive or negative feelings or attitudes about

your subject.

6. What is the tone, or attitude, of your paragraph?

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Analyzing Grammar and Syntax in Ayn Rand's Anthem

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