1. High School English Mrs. Fontana
Diagramming
High School English
Mrs. Fontana

2. Why do we diagram?
Diagramming sentences provides a way of picturing the structure of a sentence.
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, just as the branches of a plant extend from the stem in space and time.
Most students who work at diagramming sentences derive a clearer understanding of how sentences work — as well as satisfaction in the pictorial rendering of sentence structure.

3. Basic Diagramming
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.

4. Single-Word Modifiers
Modifiers (including articles) go under the words they modify on slanted lines (i.e., adjectives and adverbs).
The glacier is melting slowly.
glacier is melting
The
slowly

5. Prepositional Phrases (Adj / Adv)
Prepositional phrases are arranged on branches below the words they modify.
Professor Higgins studied glaciers in Antarctica during the 1950s.
Professor Higgins studied glaciers in
Antarctica
during
1950s
the

6. Compound Subjects and Predicates
With compound subjects and predicates, the sentence diagram begins to branch out.
The professor and her colleagues are studying glaciers and avalanches.
professor
glaciers
The
and
are studying
and
colleagues
avalanches
her

7. Compound Subjects and Predicates
Compound verbs are put on branches in a similar fashion.
The professor and her colleagues are studying and classifying glaciers.
professor
are studying
The
and
glaciers
and
colleagues
classifying
her

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

9. Professor Higgins gave her students two projects.
Indirect Objects
Indirect objects are arranged under the main sentence line.
Professor Higgins gave her students two projects.
Professor Higgins gave projects
students
two
her

10. Objective Complements
An objective complement follows the direct object on the horizontal line; it is separated from the DO by a slanted line that does not go through the horizontal line.
We elected Joe president of the senior class.
We elected
Joe president
class of
the
senior

11. Predicate Nouns and Predicate Adjectives
Predicate nouns and predicate adjectives follow a linking verb and are separated from the verb by a slanted line.
The glacier is not really dangerous.
glacier is
dangerous
The
not
really
Josiah Budnick is a brilliant professor.
Josiah Budnick is professor a
brilliant

12. Participial and Adjective Infinitive Phrases
Studying glaciers, Professor Higgins was intrigued.
Professor Higgins was intrigued
Study
ing glaciers
decision was fortunate
His decision to study glaciers was fortunate.
His to
study glaciers

13. Gerund and Infinitive Phrases
Gerund and infinitive phrases are displayed on standards — except when the infinitive is an adjective or adverb. to
study glaciers
Jorge likes to study
glaciers.
Jorge likes
Study
ing
glaciers
Studying glaciers is fun.
is fun

14. Noun Clauses (S, DO, PN, OP, AP)
Noun Clauses are displayed on standards.
They thought Thursday was a holiday. (DO) x
Thursday was holiday a
They thought
The idea that he could succeed carried him through. (AP of S)
that
he could succeed
idea ( ) carried him
The
through

15. Adjective and Adverb Clauses
God, who created the universe, also controls it. (ADJ)
God controls it
also
who created universe
the
He is certain that his request will be granted. (ADV)
He is certain
that
request will be granted
his

16. Compound Sentences
The relationship between clauses in compound sentences is shown with a dotted line.
Glaciers are powerful forces, but they move very slowly.
Glaciers are forces
powerful
but
they move
very
slowly

17. Complex Sentences
Professor Higgins invited Jorge to the conference because he had written the best research paper.
Professor Higgins invited Jorge to
conference
the
because
he had written paper
best
the
research

18. Compound-Complex Sentences
They that know God will be humble; they that know themselves cannot be proud. ~ Flavel
They will be humble
that know God
they can be proud
not
that know themselves

19. Independent Elements
Appositives and other independent elements are not grammatically related to the sentence; therefore, they are diagrammed separately from the sentence.
Appositives
Interjections
Direct address
Parenthetical expressions
Nominative absolutes
Expletives (there / it)

20. Independent Elements David, have you met your new teachers? (DA) David
you have met teachers
new
your
There is no other answer to the problem. (EXP)
There
answer is no
other to
problem
the

21. Be sure to review the rest of the material on DIAGRAMMING SENTENCES in the Grammar & Composition Handbook for any element not covered here.
As a writer, you will be surprised at the additional confidence you gain by mastering these visual renderings of sentence patterns.
The End