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Diagramming Sentences

Sentence diagramming is a method for visually representing the grammatical structure of sentences using lines and positions. It was developed by Alonzo Reed and Brainerd Kellog to help students understand sentence structure. The diagram uses horizontal and diagonal lines to show relationships between parts of the sentence like subjects, verbs, objects, and modifiers. Teachers are suggested to use diagramming regularly to illustrate grammar and engage different learning styles. Diagramming can also make a good collaborative activity for students.

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57 views17 pages

Diagramming Sentences

Sentence diagramming is a method for visually representing the grammatical structure of sentences using lines and positions. It was developed by Alonzo Reed and Brainerd Kellog to help students understand sentence structure. The diagram uses horizontal and diagonal lines to show relationships between parts of the sentence like subjects, verbs, objects, and modifiers. Teachers are suggested to use diagramming regularly to illustrate grammar and engage different learning styles. Diagramming can also make a good collaborative activity for students.

Uploaded by

Dimple Bolotaolo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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DIAGRAMMING Prepared by:

SENTENCES John Rae V. Duran


WHAT IS DIAGRAMMING
SENTENCE?
• Developed by Alonzo Reed and Brainerd Kellog.
• They believed that students would understand
sentence structure if they could picture it.
• Other linguists prefer the pyramid-like diagram.
SUGGESTIONS IN
DOING DIAGRAMS
• Use diagrams as you go along teaching grammar
so that they become your regular method for
illustrating the basic parts of a sentence.
SUGGESTIONS IN
DOING DIAGRAMS
• Sentence diagramming will test your sense of your
students’ different learning styles.
SUGGESTIONS IN
DOING DIAGRAMS
• Remember that sentence diagramming (like
grammar study in general) is a means to an end,
not an end in itself. Teach what will help students
make sense of how actual sentences are organized.
SUGGESTIONS IN
DOING DIAGRAMS
•Sentence diagrams can make
good collaborative projects.
SUGGESTIONS IN
DOING DIAGRAMS
• The horizontal line of the diagram has
been compared to a spine, with the
verb and the whole predicate as the
backbone and the subject as the head.
The main line of the diagram shows the head noun
of the subject divided from the predicate by a vertical line
running through the horizontal. After the verb, a shorter
vertical line divides the verb from the head noun of the
direct object
A diagonal line, leaning toward the noun it refers to,
precedes the subject or object complement.
Modifiers appear on
diagonal lines below the
appropriate words on the
main line. Qualifiers are
placed on diagonal1ines
attached to the
modifiers.
A preposition is placed
on a diagonal line beneath
the word it modifies. The
object of the preposition
appears on a horizontal line
attached to the line of the
preposition.
An indirect object is set
up like a prepositional phrase
because its meaning can be
expressed by the prepositions
to or for, although the
preposition is not written in
unless it appears in the
sentence. The indirect object
is placed below the verb.
Conjunctions appear as dashed lines connecting parallel
elements.
Dashed lines also connect clauses to the main sentence
elements that they modify. A relative pronoun is placed in
its appropriate slot in the relative (adjectival) clause.
Subordinating conjunctions are written on the dashed lines.
An infinitive phrase-with to followed by a verb with its modifiers
and complements-looks similar to a prepositional phrase.
Phrases and clauses that occupy the subject or complement
slot are written on pedestals above the main clause.
The two clauses of a compound
sentence are connected with a
dashed line from verb to verb,
with the conjunction on a solid
line between the two.

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