Sentence Diagramming Challenge ~ Answers

Did you try your hand at diagramming any of the sentences in my challenge? Did you get stuck, or feel comfortable with the diagrams? I’ll admit, I had to guess in a couple places!!

Kellie @ Blue House Academy joined me, so I’ll share her diagrams as well. (They’re fantastic! Thanks for participating, Kellie!)

Here are our sentences:

Level #1

Oh, I will miss the world!

It was a general disaster.

Is that what you got?

The first one is a straightforward subject (I), verb phrase (will miss), and direct object (world). “Oh” is an interjection, which is diagrammed on a floating line above the subject, and “the” modifies “world.” Yes?

The second sentence has a subject (It), a linking verb (was), and a predicate nominative (disaster) that renames the subject. “A” and “general” modify “disaster.”

Any questions?

Here are Kellie’s diagrams (which give us a head start on level 2):

Level #2

The sprinkler is a magnificent invention because it exposes raindrops to sunshine.

Your mother wanted to name the cat Feuerbach, but you insisted on Soapy.

(ETA: Okay, that second one is a little more tricky that it seems at first glance… Let’s add one more.)

This habit of writing is so deep in me.

Let’s talk about the tricky one first.

Two things.

1. I was thinking that, in the infinitive phrase “to name the cat Feuerbach” (which is being used as a direct object), “cat” is a direct object and “Feuerbach” is an object complement noun.

2. I also decided that “insisted on” could be a phrasal verb with “Soapy” as a direct object, so that’s how I diagrammed it.

But I totally could be wrong about both. Like I said, kinda tricky.

 

The sprinkler sentence was a little more straightforward. An independent clause and a dependent clause are joined by the subordinating conjunction “because.” The first clause has a linking verb with a predicate nominative that renames the subject. The second clause has verb that transfers the action to a direct object. “To sunshine” is an adverbial (modifies the verb) prepositional phrase.

I diagrammed “writing” as a gerund (a present participle verb form used as a noun). Either way, it is the object of the preposition “of.”

Which propels us straight into the final sentences.

Level #3

His mother would take tiny bites of her food and swallow as if she were swallowing live coals, stoking the fires of her dyspepsia.

In eternity this world will be Troy, I believe, and all that has passed here will be the epic of the universe, the ballad they sing in the streets.

My grandfather seemed to me stricken and afflicted, and indeed he was, like a man everlastingly struck by lightning, so that there was an ashiness about his clothes and his hair never settled and his eye had a look of tragic alarm when he wasn’t actually sleeping.

 

I am missing my conjunction “as if” on the dotted line above. I knew I’d forget something. I decided to treat “stoking the fires of her dyspepsia” as a participial phrase, but it could have joined “swallowing” to make a compound predicate without the conjunction “and.” Kellie chose to diagram it as a participial phrase modifying “coals.” That could be right. Anyone want to share an opinion?

This next quote is from one of my favorite paragraphs in the book.

Kellie diagrammed it a bit differently. Hers could be correct.

And, last but not least…

I don’t know what to say about that, except I tried. Tell me where I went wrong.

Kellie’s looks great:

Some of our differences are simply stylistic differences. There is some accepted variety within diagrams, such as diagramming conjunctions and indirect objects.

And, whew, that took me forever.

Any questions?

Sentence Diagramming Challenge (Ready, Set, Go!)

I’ve chosen a few quotes from Gilead. (I finished it last night, sobbing.)

Take your pick, one or several.

Level #1

Oh, I will miss the world!

It was a general disaster.

Level #2

The sprinkler is a magnificent invention because it exposes raindrops to sunshine.

Your mother wanted to name the cat Feuerbach, but you insisted on Soapy.

(ETA: Okay, that second one is a little more tricky that it seems at first glance… Let’s add one more.)

This habit of writing is so deep in me.

Level #3

His mother would take tiny bites of her food and swallow as if she were swallowing live coals, stoking the fires of her dyspepsia.

In eternity this world will be Troy, I believe, and all that has passed here will be the epic of the universe, the ballad they sing in the streets.

My grandfather seemed to me stricken and afflicted, and indeed he was, like a man everlastingly struck by lightning, so that there was an ashiness about his clothes and his hair never settled and his eye had a look of tragic alarm when he wasn’t actually sleeping.

Take a picture of your diagram(s) and email them to me (heidi (at) poetsgarden (dot) com). It doesn’t have to be perfect. I don’t have the answers, so I’m working through them (guessing) just the same. Give it a try! (If you need an idea of where to start, this link should help.)

I’ll post my diagrams (and any others that I receive) next Wednesday, along with some basic diagramming instruction.

You can do it!

Sentence Diagramming ~ Because It’s Fun

If you don’t believe me, read this book. Sister Bernadette's Barking Dog: The Quirky History and Lost Art of Diagramming Sentences is a quirky, entertaining narrative for lovers of words in grammar or literature. The author quotes (and diagrams) Henry James:

She affronted, inscrutably, under stress, all the public concussions and ordeals; and yet, with that slim mystifying grace of her appearance, which defied you to say if she were a fair young woman who looked older through trouble, or a fine smooth older one who looked young through successful indifference with her precious reference, above all, to memories and histories into which he could enter, she was as exquisite for him as some pale pressed flower (a rarity to begin with), and, failing other sweetnesses, she was a sufficient reward of his effort.

And Hemingway:

Isn’t it pretty to think so?

And Gertrude Stein (a diagramming impossibility, if ever there was one):

A DOG

A little monkey goes like a donkey that means to say that means to say that more sighs last goes. Leave with it. A little monkey goes like a donkey.

Just a bunch of fun, people.

So, I ask you, do you know how to diagram sentences? Would you like to learn?

What sentences are you struggling with? Would you like to challenge me with a sentence?

Questions and Answers

 

Again, I want to tell you all how much I appreciated your lovely comments on my anniversary post. They meant a great deal to me! I want to give honorable mention to Kim’s poem, which put a huge smile on my face. Seriously, I have fantabulous readers who compose nice poems about Mt. Hope Chronicles. Am I blessed, or what?!

A Rhyme for Heidi:
You're my top resource
for homeschool ideas... and books of course!
Your online curriculum discourse
I heartily endorse.
So I'll say till I'm hoarse
"Make Mt. Hope Chronicles your source!"
Said with force,
Kim
Visiting your blog almost daily for 4 years

Several readers had questions that I want to address, as well. I’ll do my best to answer them! 

Q

Katie said: “I really really want to learn how to diagram a sentence!”

(Okay, that isn’t really a question, but I can’t resist a sentence diagramming plea!)

A

I think I’ll have to start a new sentence diagramming series on my blog, because I want to share the joy! But maybe this will help you get started. (I added a more complicated diagram at the bottom in case anyone needs something more challenging. A prepositional phrase can be either adjectival or adverbial, so place the preposition diagonally below the word it modifies. Interjections and nouns of direct address float on a line above the subject.):

 

Q

Erica asked: “Are there required reading books for your boys? Do they absolutely have to read a certain number or certain titles? Do you have any kind of incentive program for them to read difficult books? Or, can they just choose whatever is available of the general subject matter?”

A

I’m not sure how to answer that one, honestly. I do have a few books I would require for the two older boys, but it has never really come down to an “I know you don’t want to read this book, but you must” sort of thing because they generally read whatever I give them. Some of the major history-based literature would be at the top of the list (such as retellings of the Iliad and Odyssey). But I work hard to find appealing versions, and often several different versions of the important books. If they struggled with any particular title that I considered a “must read,” I would try reading it aloud (which, I confess, is not something I get around to nearly often enough) or getting an audio version. I’d have no trouble requiring them to listen (while playing quietly) whether or not they enjoy the book.

Most often, I have a feast of books spread on a large ottoman in our front room at any given time. The books include current selections from various subjects such as science, math, history, geography, and literature. The boys usually pick up books on their own, but sometimes I’ll hand them one and say “read this.” I go through the books every week or so and ask the boys what they’ve read and what they haven’t. They catch up on the books they’ve missed, and then I refresh the stacks. Sounds super organized, right? (Not.)

To be clear, I definitely have different expectations for each of the boys. I don’t expect Luke to read the more difficult chapter books (but I may encourage it—he is more likely to comply if I only suggest one chapter at a time). Leif pretty much reads whatever he wants, and skips what doesn’t interest him (though I should be expecting more from him). I figure that they read so much in general that it is unreasonable for me to expect them to finish a book that they truly dislike or simply can’t get into, especially for Levi who will read almost anything. I’d feel differently if I had a child who turned up his nose at many of the books I selected or struggled with confidence.

Incentive programs aren’t really our thing simply because it takes too much to keep track of them. Ha! I do think that the two younger boys are motivated by incentives (especially my middle son), and I wouldn’t be against them if we needed a little nudge at some point. Leif in particular is stubborn about reading new books (he re-reads familiar titles or series). I find that requiring him to read a couple pages aloud to me works well. He enjoys the one-on-one time with me, and it helps him get into a new book. I also know parents who read aloud just until a book gets exciting and then leave it lying about to tempt reluctant readers.

I’m not sure that helps much, because I understand I’m in a different position from many parents. My main approach is to spread a large feast of captivating quality books along a wide range of subjects (though usually integrated with our current studies) and not worry about it too much as long as they are reading.

Q

Jaime asked: i've always wondered what russ does for a living. you might've told us, but i forget. what do you love most about your life? what is your favorite strength? you least favorite weakness?

A

When my husband and I first got together (almost eighteen years ago!), he was a teacher and a swim coach/pool director. He was teaching at an alternative school when we got married, and it was miserable. Then he taught one year of middle school math and science, and it was even more miserable (which I didn’t think possible). He changed careers and went to school for computer networking. It was a great choice for him (although technology can often be as testy as a hormonal adolescent).

Currently he is a computer systems engineer. He conducts technical demonstrations for mobile and end-point (desktops, laptops, and servers) management software. (Do you understand that? I don’t, which is why I don’t talk about his job much. Ha!!) The company he works for specializes in antivirus and client management software. He commutes to a near-by city three days a week and works from home two days. He occasionally has week-long business trips out of state.

Over the years, he has also done a large amount of independent consulting for all sorts of businesses (trucking companies, dentists, furniture stores, charter schools, fast food restaurants, lawyers, retirement homes, meat distributors, you-name-it). Whatever they need done, if it has something to do with technology, he does it. He also comes to the rescue of countless private individuals. He could work 24 hours a day and still never run out of computer projects.

And, he helps coach for the boys’ swim club a few afternoons a week (year-round). He swims during the first hour while Levi is swimming and then coaches during the second hour while Luke is swimming. Right now Leif is taking swim lessons during the first hour two days a week as well, so swimming is a big father-son activity.

So he burns the candle at both ends, works weekends, and spends all spare moments with the kids (he often takes them when he is running errands or even when visiting personal consulting clients, and they love to watch shows together like Mythbusters, How It’s Made, and How Things Work). He loves to read when he gets a chance. He likes science fiction. He fixes everything—if he doesn’t know how, he researches online and then digs in. He replaces the brakes on the cars, tackles transmissions, tears apart the washing machine to find out what’s wrong…nothing intimidates him. He is a non-sequential, non-traditional, really smart, hard-working, out-of-the-box sort of guy.

Ohmygoodness, I’m only on question #2 out of 4. I’d better speed this up. What I love most about my life? Family. Absolutely. I love my husband and kids. I love having the most awesome extended family on the planet—and living close to them. My parents. My sisters and brothers-in-law. My nieces and nephew. I love our spontaneous get-togethers and our traditional holidays. My husband has a little different background, but he has parents that sort of adopted him when he was in high school. They live close by and are some of my favorite people. They are wonderfully supportive of us and treat us so well. I love spending time with them! My best friend of more than twenty years (who married Russ’s best friend) lives just down the road, has two kids the same ages as my oldest two, and we do a bunch together. They are like family. Beyond that, I have a really fantastic community of friends. The two major (and overlapping) close communities are my book club (which I started with some long-time family friends and we have been going for nine years!!) and Classical Conversations (which includes family, close friends, and really special new friends). I am so blessed!

My attempt at speeding this up didn’t work. Let’s try again. What is my favorite strength? That is so much harder to answer than weakness, but I would say my favorite strength is that I am kind. And loyal. And dependable. My least favorite weakness is much easier to answer. I HATE that I struggle so much with self-discipline because it causes problems in every area of my life!! I also hate that I have a tendency to interrupt people when talking one-on-one or in small groups where I’m comfortable. I talk about myself waaaay too much. I also wish I were more adventurous and willing to get outside my comfort zone more often.

Q

Jessica Stock asked: I have a question I wonder if you could blog about sometime: first, how/when do you prepare the materials you will need for each week? Do you know ahead of time what books you want to use, or do you pick them off the shelf at the library? Do you take the kids along when you go to the library? And then, how/ where do you keep your materials so they are available? I am only homeschooling one first grader and I can't imagine when we get to three how I will keep track of all of the books, cds, papers, etc!

A

Well, this is one area that is a struggle for me. I am great at planning the bigger-picture details, but not at weekly planning and prep. Luckily, most of our curricula is either open-and-go or snuggle-on-the-couch-and-read-together style. I do look ahead in our history book and pick corresponding books off of our shelf or put books on hold at the library. This isn’t a formal process, though, and it’s one I enjoy. I do try to get some specific books from Amazon or the library, but I also just grab what is available on a subject. When something catches my eye at the library (I always scan the new books), I grab it—even if it isn’t exactly what I had planned or is on a topic we aren’t studying. I prefer to search the library online and put books on hold when I’m looking for something specific. I usually have the kids with me, so it is much easier to take a stack of books off of the hold shelf and then quickly scan the new books display. Library visits aren’t very productive when Lola is along.

Right now we haven’t been working down in our studio as much (my husband has been working from home and is using the space), so I keep most of our work handy in our main living space. I have a crate behind the couch that holds most of our main curricula. The books I want the boys to choose from for independent reading are stacked on a large ottoman by the couch. I have a bookshelf under the bar in our kitchen with bins of school supplies. Another crate holds our books for CC Essentials so that it can be transported back and forth. BUT, I am still drowning in piles of books and paper mess everywhere. Dealing with that, and coming up with systems, is one of my main goals for the next couple weeks. I’ll let you know how it goes!

I’d like to say that my approach to weekly or daily planning, organization, and implementation is very organic in style, but the reality is that I’m just lazy.

.

.

.

I just re-read my answers and I rambled all over the place. I wish I had magical systems of planning and organizing (or getting children to read) to share with you, but I don’t.

 

Does anyone have any other questions or curiosities? Maybe I’ll do a video interview next time to push myself out of my comfort zone. GASP!

Independence (and Diagramming, Of Course!)

"When in the Course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another, and to assume among the Powers of the earth, the separate and equal station to which the Laws of Nature and of Nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation."

 

I might be the only person to be celebrating Independence Day by diagramming sentences, but (in addition to the other multitude of sentence diagramming benefits) what better way to really think about the words and ideas that helped make us free?!

Here is my guess for this week’s sentence diagramming challenge: (ETA: I diagrammed the compound infinitives incorrectly. They do not modify ‘necessary’ but are actually an appositive for ‘it.’ You can see a correct diagram at this link.)

Did you give that one a try? Or this next one?

"And for the support of this Declaration, with a firm reliance on the Protection of Divine Providence, we mutually pledge to each other our Lives, our Fortunes and our sacred Honor."

(I’m always forgetting words when I re-write the diagrams. (My first, second, third…drafts are always horrendously messy.) I had to add the ‘and’ in there at the last minute when I was editing the photo. Ha!)

If you are just beginning your exciting sentence diagramming adventure (wahooo! for you!), did you try the simple sentence?

“He has plundered our seas.”

Who or what is the sentence about? ‘He.’ That is the subject. What is being said about the subject? He ‘has plundered.’ That is the predicate. It is called a verb phrase because there are two words that work together, the helping or auxiliary verb ‘has’ and the action verb ‘plundered.’ Did something receive the action? What was plundered?  ‘Seas.’ That is the direct object. What word tells us more about ‘seas?’ ‘Our.’ That is an adjective modifying the noun ‘seas.’

See how easy that is?! {grin}

(Oh, I’m *not* the only one diagramming for Independence Day! Leigh Bortins is, as well! {grin})

Speaking of grammar and The Declaration of Independence, I have been enjoying Michael Clay Thompson’s book on the subject, Jefferson’s Truths. In fact, I would put it on my must-read list, both for students and their parents.

The description from the MCT website:

“In this volume Thompson shows just how revolutionary were the concepts of the Declaration by relating them to the ideas of the Enlightenment and then focuses on the language and grammar that Jefferson used to announce that revolution. He contrasts the extraordinary dignified tone of the Declaration with other more inflammatory language used in the revolutionary war, and he shows precisely how Jefferson used grammar and vocabulary to achieve the ends he sought.”

 

 

Just for fun:

 

A New Challenge

Hannah @ Here in the Lovely Woods really slayed me with our last sentence diagram challenge.

This is Ephesians 1:3-6 (NKJV)

“Blessed be the God and Father of our Lord Jesus Christ, who has blessed us with every spiritual blessing in the heavenly places in Christ, just as He chose us in Him before the foundation of the world, that we should be holy and without blame before Him in love,  having predestined us to adoption as sons by Jesus Christ to Himself, according to the good pleasure of His will, to the praise of the glory of His grace, by which He made us accepted in the Beloved.”

I decided to treat “God and Father of our Lord Jesus Christ” as a title instead of diagramming it out (which was probably just lazy of me…).

This diagram precipitated a lovely discussion about nominative adjectives, passive verb phrases, and the subjunctive mood. Do you think ‘blessed’ is a nominative adjective/subject complement, or is it part of a verb phrase? My really intellectual (not) answer is that when one pronounces ‘blessed’ with two syllables then it is an adjective (e.g. in the first clause), and when one pronounces it with one syllable then it is a verb (e.g. in the second clause).

Some of the prepositional phrases were quite tough to place. Sentence diagramming does wonders as an inductive Bible study method. {grin}

I also left out two words accidentally. Did you notice? I didn’t until I had already taken a picture and posted it. Then I was too lazy to fix it because this was the 6th or 7th attempt at writing it out, and I was not in the mood to fix it!! I really do know where those missing words belong, I promise.

ANYWAY, I think it is time for a new challenge. One not quite as tough as Ephesians 1:3-6. Please consider giving it a try. If you need a crash course in diagramming, try this link (the top half of the page scrolls, so don’t miss all the great examples). Your diagram doesn’t have to be perfect. Any attempt gets points (not that we’re giving scores—ha!).

Here are the three options. The first and last (and part of a middle) sentences of The Declaration of Independence:

"When in the Course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another, and to assume among the Powers of the earth, the separate and equal station to which the Laws of Nature and of Nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation."

Okay, that might be as tough as Ephesians 1:3-6. Here is an easier option:

"And for the support of this Declaration, with a firm reliance on the Protection of Divine Providence, we mutually pledge to each other our Lives, our Fortunes and our sacred Honor."

If you are just beginning, give this sentence a try:

“He has plundered our seas.”

If you feel like sharing your diagram, email me a picture at heidi (at) poetsgarden (dot) com. I’d love to see any and all attempts!