- For Teachers
I am having trouble diagramming:
What I find that is wonderful is his attitude.
(I believe that Mr. House parses "what" as "that which.")
Thank you very much for any help.
Interesting that, in a way, the antecedent of "that" is another pronoun "what" whose antecedent is "attitude".
from your students at your school. Since I am one of your honorary
students, may I make a suggestion?
Would it be possible to diagram this sentence in another way, too?
Please excuse my clumsy explanation:
I - find - what (On one line)
that is wonderful (a dotted line from "what" down to "that")
Then the whole thing put on a pedestal (right word?)
Then IS for the linking verb
Then HIS ATTITUDE as the complement of the subject (What I find that
Thank you for grading my homework.
Actually I have not taught Reed-Kellogg for about 10 years or more. However, this coming school year I am going to experiment with an eighth-grade class, giving them a crash course first in morphology and then syntax. A foreign language teacher, who follows me has said that he does not think students have the same ability to think about what is actually being SAID in a sentence that they used to. I have my administrator's permission to see if a more complete study of syntax can make a difference.
The approach I use is called "Atapentka. Grammar" and "Atapentka Syntax". I know they are strange names, but that is part of the charm. "Atapentka." is an acronym that stands for "all the average person ever needs to know about".
Images of the booklets I use are on my (practically abandoned) website -- Home - Official Site for Competitive Sentence Diagramming ;)
Yes, I agree that Reed-Kellogg is incredibly useful. Some people say it is especially good for VISUAL learners -- to which I say "bullshit!" I don't think its usefulness is limited that way.