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They don't diagram sentences anymore? Tsk! How's anyone going to learn their L1 properly?! Civilization is doomed! Hadesbound in a woven container! On Mon, Jan 25, 2010 at 6:57 PM, Garth Wallace <[log in to unmask]> wrote: > On Mon, Jan 25, 2010 at 3:31 PM, Roger Mills <[log in to unmask]> wrote: >> --- On Mon, 1/25/10, Samuel Stutter <[log in to unmask]> wrote: >> >>> What I was going to ask was, what is sentence diagraming? >> >>> All I can seem to understand it as is a method used in >>> syntactic analysis... >> >> It was basically parsing in graphic form. I can't possibly reproduce it here in an email :-)))) but here's a try with simple sentences: >> >> John | loves | Mary >> _____|_______|________ (Subj - V - DO) >> | >> >> John | is / sick >> _____|___/__________ (Subj - V - Predicate Adj.) >> | >> >> (as best I recall) >> The vertical and oblique bars should be solid, of course. >> >> I wonder if it's even taught anymore? It could get quite complicated, and required knowing what was a subject, predicate, verb, DO, IO, Prep.phrase, sentence complement, relative clause-- which is perhaps just too much to expect of modern pedagogy, or modern students :-)))) >> >> We used to do it in grade school way back in the 1940s. I loved it, naturally, and was probably one of the few in the class who did. > > It was already on the way out when I was a kid, but I got a bit of it. > It's not a bad idea in general. The main problem is that it's based on > an outdated traditional view of English grammar, which means you have > to jump through hoops to account for such everyday occurrences as > phrasal verbs and "split infinitives" (since the "to-infinitive" is > considered a distinct constituent) or artificially prohibit them. > > A revised version that better accounts for how things really work > could be a valuable pedagogical tool. > -- Mark J. Reed <[log in to unmask]>