How many of you remember diagramming sentences in elementary school? Where you shuffled, with great trepidation, to the chalkboard to draw a straight line and bisect it to show the “subject” (noun) and “predicate” (verb). And then the diagonal line(s) underneath one or more of those words to show “modifiers.”
I have to make a confession—I liked diagramming. Although some have likened it to a mathematical equation, I see it more as putting pieces into a jigsaw puzzle (I’m not mathematically inclined, but I do like puzzles).
It is easy enough to figure out “The horse galloped” or “The cat hissed.” But what about “John’s horse galloped around the paddock and then ran into the woods.” Oh my. Now you’re getting into lines underneath the lines beneath the subject/predicate line. And where does “around the paddock” go? OK, maybe that’s easy enough (under the verb galloped seems logical). But where does the rest of it go? And why do we care? Do we need to know how an airplane is designed before we fly? Do we need to know the terms and parts of a sentence before we write?
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Writers On The Move: Diagramming for Grammar
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