English
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.
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
RL.910.1
Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as
inferences drawn from the text.
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 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.
RL.910.4
RL.910.5
Level of
Thinking
Understand
Depth of
Knowledge
III
Analyze
III
Analyze
III
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T E A C H E R
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.
Teacher Overview—Analyzing Grammar and Syntax
in Ayn Rand’s Anthem
RL.910.10
L.9-10.3
L.9-10.5
L.9-10.6
Understand
II
Understand
II
Understand
I
Understand
II
Create
III
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T E A C H E R
W.9-10.2
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.
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.
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.
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.
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
Teacher Overview—Analyzing Grammar and Syntax
in Ayn Rand’s Anthem
W.9-10.4
W.9-10.5
W.910.10
follows from and supports the information or
explanation presented (e.g., articulating
implications or the significance of the topic).
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.)
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).
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames
(a single sitting or a day or two) for a range of tasks,
purposes, and audiences.
Create
III
Evaluate
III
Apply
III
Level of
Thinking
Understand
Depth of
Knowledge
I
Understand
I
Understand
II
Implicitly addressed in this lesson:
Code
L.9-10.1
CCSS
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T E A C H E R
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.
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.
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, wellreasoned 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
Teacher Overview—Analyzing Grammar and Syntax
in Ayn Rand’s Anthem
deadlines, and individual roles as needed.
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.
c.
T E A C H E R
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Teacher Overview—Analyzing Grammar and Syntax
in Ayn Rand’s Anthem
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.
Remember
Understand
Close Reading
Levels of Thinking
Apply
Analyze
Grammar
written, spoken, and visual texts
purposeful use of language for effect
written, spoken, and visual products
Literary Elements
Parts of Speech
Character
Phrases
Tone
Appositive
tone determined through
Infinitive
diction, imagery, detail,
Participial
point of view, and syntax
Prepositional
Literary Techniques
Clauses
Antithesis
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
Evaluate
Create
Composition
*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” Copyright © 2012 Laying the Foundation, Inc., Dallas, TX. All rights reserved. Visit us online at www.ltftraining.org.
T E A C H E R
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.
Teacher Overview—Analyzing Grammar and Syntax
in Ayn Rand’s Anthem
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.
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.
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T E A C H E R
Answers
Teachers may find the following suggested answers helpful for the student activities:
English
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
Example:
independent clause with an appositive phrase
participial phrase
participial phrase
participial phrase
participial phrase
participial phrase
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
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
an infinitive phrase and a prepositional phrase
an infinitive phrase and a prepositional phrase
an infinitive phrase and a prepositional phrase.
a final independent clause.
Copyright © 2012 Laying the Foundation, Inc., Dallas, TX. All rights reserved. Visit us online at www.ltrtraining.org.
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). Copyright © 2012 Laying the Foundation, Inc., Dallas, TX. All rights reserved. Visit us online at www.ltftraining.org.
Student Activity—Analyzing Grammar and Syntax
in Ayn Rand’s Anthem
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?
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Student Activity—Analyzing Grammar and Syntax
in Ayn Rand’s Anthem
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
Back
Commentary/Repetition’s effect on the passage’s tone
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 72521 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
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Student Activity—Analyzing Grammar and Syntax
in Ayn Rand’s Anthem
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 72521 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
1
What two ideas are in
opposition?
Equality 7-2521’s eyes are bright, while his brothers’ are dull and lifeless.
What does this opposition reveal about
Equality 7-2521’s character? 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
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Student Activity—Analyzing Grammar and Syntax
in Ayn Rand’s Anthem
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 72521. 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.
A. Wears patriotic colors—blue, red, and gold.
Carries the American flag.
B. Fights crime with advanced technology such
as stealth cars and computerized weaponry.
B. Fights crime with his superior physical
strength. He does not use technology for
transportation, nor does he use weapons.
C. Is not always ethical. Does “whatever it takes” to capture a criminal, often using
violence and intimidation.
C. Stands for “truth, justice, and the American
Way.”
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Student Activity—Analyzing Grammar and Syntax
in Ayn Rand’s Anthem
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.
A.
B.
B.
C.
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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