Even if our sentences have unity and coherence, we may at times, be able to call more attention to the thought which we consider most important, if we are familiar with several ways of securing emphasis.

122. Ways Of Securing Emphasis

The following are the most important ways of securing emphasis :

1. Through The Position Of Important Words

When we read our own writing, we know what words we wish to emphasize; but when we read another's sentences, we rely somewhat on the position of the words to show us what thoughts he considered most important. Now every word in the sentence has a way of falling into its natural position, where it does its work without attracting special attention. It is natural, for example, for the subject and its modifiers to come before the verb and its modifiers. Consequently, if we wish to give the subject prominence, we may take it from its usual position and put it near the end. Similarly, we may emphasize a word in the predicate by placing it near the beginning. (See "In self-defense" in the last sentence of sect, no, paragraph 2.) In short, we may call attention to any word by putting it in an unusual position, provided we do not seriously mar the naturalness and ease of the sentence.

Note these illustrations:

1. The plowman plods his weary way homeward. (Natural order).

2. Weary, the plowman plods his way homeward. (Emphasizes "weary." Lacks ease?)

3. Homeward the plowman plods his weary way. (Emphasizes "homeward.")

4. The plowman homeward plods his weary way. (Emphasizes "homeward" and is more natural than 3).

2. By The Use Of The Active Voice

The passive voice must sometimes be used for the sake of introducing variety in sentence structure and is of course often necessary for accuracy, but we must be careful not to use it so frequently that it takes away from the emphasis of our expression. The active voice makes our sentences move easily and rapidly, while the passive voice is frequently clumsy and sluggish. The two following sentences show the value of the active voice from the point of view of both clearness and emphasis:

In the following paragraph, notice the effect of using the active voice throughout:

The sun had risen higher while they talked, and his rays were growing hot in the clear air. The mist had lifted from the city below, and all the streets and open places were alive with noisy buyers and sellers, whose loud talking and disputing came up in a continuous hum to the palace on the hill, like the drone of a swarm of bees.

3. By The Use Of Repetition

We naturally, and wisely, avoid using the same word repeatedly, but there are occasions when we can emphasize a point only by the repeated use of a word or phrase. Note the repetition of "taxed" in the paragraph on page 254, and point out another instance of repetition in the second paragraph.

4. By The Use Of The Periodic Sentence

A periodic sentence does not end grammatically until the thought is complete. For example:

At the Edinburgh High School, which Scott attended, he showed himself to be a high-spirited boy. .

As my means do not warrant much expense, I make the most of the material at hand.

All other sentences are, to some extent, loose. A loose sentence might come to a stop at one or more points before the end. For example:

Scott attended the Edinburgh High School, where he showed himself to be a high-spirited boy.

My means do not warrant much expense, so I make the most of the material at hand.

Grammatically the first sentence may end with school, and the second with expense, but the thought is not complete in either case till the period is reached.

Although most of our sentences are loose, and may have the charm of ease, we should remember that a loose sentence has a tendency (1) to lack unity and (2) to allow the reader's attention to wander. We should appreciate the value of an occasional periodic sentence, because (1) it holds the reader's attention to the end, and (2) it is likely to keep to one point.

5. By The Use Of Climax

It is often possible to strengthen a sentence by arranging a series of words, phrases, or clauses in the climax order, beginning with the least important and leading up to the most important. (See p. 189.) Thus:

There is no mistake; there has been no mistake; and there shall be no mistake. (An illustration of both repetition and climax).

Let our object be our country, our whole country, and nothing but our country.

6. By The Use Of The Balanced Sentence

The parts of a balanced sentence are similar in construction and of about the same length and importance. We study balanced sentences, not so much because we are to write many of them, as because we should learn to appreciate them in our reading. Like periodic sentences, they owe much of their force to their infrequent use.

God made the country, but man made the town.

I do not live that I may eat, but I eat that I may live.

7. By The Use Of Interrogative Or Exclamatory Sentences

An interrogative sentence sometimes contains an implied answer, and may then be called a rhetorical question. Thus:

Isn't that a powerful horse ?

What can you say?

Who would not weep for Lycidas?

Although the exclamatory sentence may be effective in securing emphasis, it should be used sparingly. Its frequent occurrence has weakened the themes of many a young writer.

Exercises

379. Study the following variations of the same thought. In each case what is the effect of the order of words ?

1. We made a picture frame in the carpenter shop yesterday.

2. Yesterday we made a picture frame in the carpenter shop.

3. In the carpenter shop yesterday we made a picture frame.

4. Yesterday in the carpenter shop we made a picture frame.

880. Is the following sentence a climax? What reasons are there for keeping this order? Will any other arrangement answer as well?

There are three reasons why I came to this school: first, I knew many boys in the school; second, I wish to prepare for the Institute of Technology; third, it is my intention to become a civil engineer.

881. Be prepared to change the order of words in each of the following sentences, and to discuss possible advantages or disadvantages of the new order.

1. Toil I do not spare; but fortune refuses me success.

2. To-day I have had a queer experience.

3. Whatever he might have to say, this eminently effective controversialist maintained a frozen demeanor and a jeering smile.

4. How this works and fits, time is to show.

5. Silver and gold have I none.

6. When pride cometh, then cometh shame: but with the lowly is wisdom.

7. Usually we praise only to be praised.

8. In the night all cats are gray.

9. If any one attempts to haul down the American flag, shoot him on the spot.

882. Rewrite the following sentence in as many ways as possible. How many of them are entirely satisfactory?

In the morning, when thou art sluggish at rousing thee, let this thought be present: "I am rising to a man's work."

888. Be prepared to change the order of words in the following sentences whenever by so doing you can secure additional emphasis without interfering seriously with naturalness:

1. The rabbit made his escape in the meanwhile.

2. The wind that profits nobody, blows ill.

3. The way of transgressors is hard. (The most natural order ?)

4. If we wish to catch the train, we must walk faster.

5. A little learning is a dangerous thing.

6. A little village lay in the fruitful valley.

7. The class will please rise at the sound of the bell.

8. An old man with snow-white hair and sunburnt face stands in yonder wooden steeple, which crowns the summit of that red brick state house.

9. A flaxen-haired boy with laughing eyes of summer blue stands by his side, gazing into his sunburnt face in wonder.

10. The progress was much slower in bad weather, when the passengers had to get down and lift the clumsy wheels out of deep ruts.

11. There is a perpetual nobleness in work.

12. The question on the eve of an engagement is not how you feel, but what you intend to do.

13. I recognize more and more that we dwell in a world of shadows.

14. We must go to the verge of ridicule in this matter.

15. I must remind you, in the presence of the dangers that confront you, of the difference which exists between war and all imitations of it.

384. Copy those topic sentences in section 29 in which emphasis is, or may be, secured by position.

385. Copy those proverbs quoted in Exercise 592 in which emphasis is, or may be, secured by position.

386. (1) Write five sentences, telling in each of some recent incident. (2) Rewrite these sentences in as many good ways as you can, and point out changes of emphasis.

887. Show which of the sentences in Exercise 383 above are loose and which are periodic.

888. Tell whether the topic sentences in section 29 are loose or periodic.

889. Rewrite the sentences just named, and explain why the new version is more, or less, emphatic than the old.

890. Find five sentences of your own that lack unity, and show whether they are loose or periodic.

Point out the advantage in the combination of loose and periodic sentences in the paragraphs in Exercise 78.

391. Be prepared to strengthen the following sentences in any way you can.

1. He has been condemned, tried, and executed as a spy. (Use repetition).

2. You know what were the consequences of the Crimean War: an enormous addition to your taxation, a great addition to your debt, a cost more precious than your treasure - the best blood of England.

3. The train dispatcher must be prepared for breakdowns, blockades, storms, and wrecks.

392. Write (1) three sentences in which you tell why you like three friends; (2) six sentences in which you tell why you like six characters in books.

893. Show that each of the following sentences is balanced:

1. He will not always chide; neither will he keep his anger forever.

2. To err is human; to forgive, divine.

3. Put not your trust in money, but put your money in trust.

394. The setting against each other of opposed ideas is called antithesis. Note the following examples, and show that some of the sentences cited above come under this head.

1. He's armed without that's innocent within.

2. Charm strikes the sight, but merit wins the soul.

3. Whoso loveth correction loveth knowledge, but he that hateth reproof is brutish.

395. Write two sentences which you consider effective because they are balanced. In one case, contrast opposed ideas.

396. Account for the use of each exclamation point on pages 276-279.

397. Write an emphatic sentence based on each of these outlines in Chapter IV (The Composition As A Whole. 20. The Composition As A Unit).

1. The Fire. (A sentence on each outline).

2. Making a Kite. (One sentence).

3. Reading a Newspaper.

398. Write five emphatic sentences on subjects in Exercise 45.

399. Write ten emphatic sentences on subjects of your own choosing. Be prepared to explain the syntax of every participle and infinitive that you have used.