2. DIAGRAMMING SENTENCES 1.Diagramming sentences provides a way of picturing the structure of a sentence. 2.By placing the various parts of a sentence in relation to the basic subject-verb relationship, we can see how the parts fit together and how the meaning of a sentence branches out. 3.Most students who work at diagramming sentences derive a clearer understanding of how sentences work. 4.When you are stuck, diagram! When you want to make sure, diagram! When you are bored after the CRCT, diagram! 5.Diagram!

3. DIAGRAMMING SENTENCES Benefits 1. Allows you to see the sentence as a picture. 2. Diagrams easily shows you what sentence parts words are. 3. Diagrams require less brain space to figure things out. Copy this slide and indent your notes like the slide!

4. DIAGRAMMING SENTENCES Directions for Presentation 1.Listen and take good notes! 2.Good Notes? 1.Make sure you first write the bright green words. 2.Then indent the next line underneath and copy the sentence usually in purple. 3.Copy the diagram and anything that I write on the smartboard.

5. DIAGRAMMING SENTENCES We begin, naturally, with the representation of a very simple sentence: Glaciers melt. We will place the subject-verb relationship on a straight horizontal line... Glaciers melt and separate the subject from its verb with a short vertical line extending through the horizontal line.

6. DIAGRAMMING SENTENCES Modifiers ( articles, adjectives, and adverbs ) go under the words they modify on slanted lines. The glacier is melting slowly. glacier is melting The slowly

7. DIAGRAMMING SENTENCES A direct object follows the verb on the horizontal line; it is separated from the verb by a vertical line that does not go through the horizontal line. direct object The glacier is slowly destroying the forest. glacier is destroying The slowly forest the

8. DIAGRAMMING SENTENCES Predicate nouns and predicate adjectives Predicate nouns and predicate adjectives follow the verb and are separated from the verb by a slanted line. The glacier is not really dangerous. glacier is The dangerous not really Josiah Budnick is professor a b r i l l i a n t Josiah Budnick is a brilliant professor.

9. DIAGRAMMING SENTENCES Indirect objects Indirect objects are arranged under the main sentence line. Professor Higgins gave her students two projects. Professor Higgins gave projects t w o students h e r

10. DIAGRAMMING SENTENCES With compound subjects and predicates, the sentence diagram begins to branch out. subjects predicates The professor and her colleagues are studying glaciers and avalanches. professor T h e colleagues h e r are studying a n d glaciers avalanches a n d

11. DIAGRAMMING SENTENCES Compound verbs are put on branches in a similar fashion. The professor and her colleagues are studying and classifying glaciers. professor T h e colleagues h e r a n d are studying classifying a n d glaciers

12. DIAGRAMMING SENTENCES Prepositional phrases Prepositional phrases are arranged on branches below the words they modify. Professor Higgins studied glaciers in Antarctica during the 1950s. Professor Higgins studied glaciers Antarctica i n 1950s t h e d u r i n g

13. DIAGRAMMING SENTENCES The relationship between clauses in compound sentences is shown with a dotted line. compound sentences Glaciers are powerful forces, but they move very slowly. Glaciers are forces p o w e r f u l they move s l o w l y v e r y but

14. DIAGRAMMING SENTENCES One last diagram: a complex sentence. complex sentence Professor Higgins invited Jorge to the conference because he had written the best research paper. Professor Higgins invited Jorge t o conference t h e he had written paper t h e b e s t r e s e a r c h b e c a u s e

15. DIAGRAMMING SENTENCES Gerund and infinitive phrases Gerund and infinitive phrases are displayed on standards — except when the infinitive is a modifier. Jorge likes to study glaciers. Jorge likes t o study glaciers Studying glaciers is fun. S t u d y ing glaciers is fun His decision to study glaciers was fortunate. decision was fortunate H i s t o study glaciers