I make extensive use of tree diagrams in my college course in grammar.
For about 90% of my students, the diagrams work well in enabling them to
visualize and gain insight into the structure of the language. The other
10% struggle to get beyond seeing a bunch of lines and words on the
page. They might do better in a different kind of class, although most
of them do pass the course.

 

The class I teach is a course in grammar per se, designed to help
students discover (with their conscious minds) the structure of the
grammar that they have internalized (with their unconscious minds). I
don't claim for it any goal or benefit other than for them to gain
insights about their language and about how their minds work. A few
students have told me that the course has helped them in their writing,
but I make no claims that it will improve writing skills, and when
students tell me that is their goal, I suggest they take a writing
course instead, which will have more immediate benefits. 

 

I love grammar and believe it is important for its own sake. I support
its being taught at all levels. I am also a writing teacher and know
that writing is not the same thing as grammar. I'd be very wary about
spending much if any time on diagrams in a course intended to teach
composition. It might have some benefit for a few students whose minds
work in a certain way, but most composition students gain far more from
instruction and practice in writing.

 

Dick Veit

UNCW English Department


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