Wait, never mind. I am able to post the hyperlink now! It is: http://humanitynotes.webs.com/
That's odd. I know that sometimes the school's email is down.
In any case, it occurs to me that we should move this kind of discussion off this forum. Until we get it worked out, this kind of thing will not be of interest to the other readers.
If not before, I'll talk to you on Monday.
Sorry for the inconvenience.
That hyperlink is pretty cool. I wonder what strangers will think. There are a few minor mistakes, but GREAT WORK!
Ok. Thanks! I made you a moderator for the site and Josh and I are the admins. Josh added a whole bunch of pages and they look very good (I think so at least). And I can't wait to find out what we will learn next for Sentence Diagramming!
I am VERY curious to see what this forum thinks about your site. It is as if we are letting them in on a secret. Keep in mind that observers will have never heard any explanation from me and that the text itself is going to have to explain all.
To be fair to the forum, the pages in section 2 should be of most interest; however, many of the people on this forum are probably English teachers and probably teach much more than grammar. Accordingly, the other sections may be of interest to them. In any case, I am looking forward to Monday when we can talk about this. (I am glad that you are copyrighting your site.)
I also added in a widget to the sidebar where you can translate the pages of the website to any language Google supports. That way, if you don't speak English, you can still read it for the most part.
You are beyond me now.
All of the kids from different classes seemed to like the website. Hopefully, we get some more members on the site. Including Josh, you (Mr. Antonson), and me, there are a total of 5 members but that is pretty good for just getting started on it!
I am hoping to get some input from members of this forum.
I can report to the forum that the interest that my students are showing in Reed-Kellogg is amazing me. It is like candy to them. I am having trouble teaching them fast enough to keep them happy. Today they learned about modifiers modifying modifiers, as in "The very strong man ran extremely fast." They gobbled it up. I guess tomorrow it had better be direct objects so that they can start using transitive verbs. Then compounding. They'll go nuts when they see what THAT does to their diagrams!
Well, every one was ready to start competitive diagramming but we ran out of time.