I love diagramming sentences. It makes English mathy!
And it makes it visual. It's not a great skill to teach kids in a world of limited time/maximum testing though.
Speaking of which, my students, age 17 and 18 (and occasionally 19 and one is 20) are having a problem with sentence boundaries. Fully 90% of errors are sentence boundaries. How the hell do I teach that crap?
Fully 90% of errors are sentence boundaries. How the hell do I teach that crap?
Lots of reading out loud? (Signed, Can't really teach anyone anything so who am I to say?)
What do you mean by sentence boundaries? Where one should end them, and how to avoid run-ons?
How close is too close? I vote for at least one space.
This is why you need stone-word fences.
Good fences make good neighbors.
Hey! Kidz! Get offa ma dangling participle!
I'd do a run of authors and blitz through a dozen Christies or (in my teens) MacDonalds, MacInnes, McLean.
When I find a new author, I still Read All the Books. A friend contends that if I could restrain myself, I'd be less likely to say things like, "Why would anyone go to the theatre with DCI Roderick Alleyn (Ngaio Marsh's detective)?"
My life wasn't bad or difficult, I have no idea why I needed so badly to escape it.
In high school, my life was in such a state that if I finished a book at night, I had to start a new one, in order to have a reason to get up in the morning.
I think that losing sentence diagramming was the beginning of the current steep decline in writing ability and, along with the designated hitter, a sign of the end of Western civilization.
I don't remember doing any sentence diagramming in school, at least not the visiual mapping out of the sentence. When I saw an example of it in one of the Laura Ingalls Wilder books, I was really confused by the concept.