Edith:

I need to make a correction to my message. The class in which I used 
the Reed-Kellogg and tree diagrams was not English Composition but an 
Introduction to Linguistics. It is in this class that the students 
told me that they had found the tree diagrams easier to understand. 

I have not used yet any king of diagramming in my English composition 
classes, and I am not sure that time would allow me to do so.

Eduard 




On Thu, 10 Aug 2006, Edith Wollin wrote...

>Ed,
>I have not done the tree diagrams with my class; I do know that a
>teacher at our Central Campus has used both in her class and finds 
that
>it works well. She does not do as much with sentence production as I 
do.
>I worked on creating a course that works on improving writing as it
>teaches the syntax of English sentences. This is not, however, a
>composition course. I agree with Dick Veit that doing even a fairly
>thorough job of teaching grammar is pretty hard to combine with a
>composition course. Maybe if one has a semester instead of a quarter 
it
>is more possible.=20
>
>As I have indicated before on the list serv, students who have taken
>this class have reported back even years later that they were better
>readers after taking this class. But since Reed and Kellogg is not 
the
>only pedagogy in the class, I cannot claim that it is that that is
>helpful. It might be the sentence combining or a combination of the
>two--which is my pretty much untested theory.
>
>Edith Wollin
>
>-----Original Message-----
>From: Assembly for the Teaching of English Grammar
>[mailto:[log in to unmask]] On Behalf Of Eduard C. Hanganu
>Sent: Thursday, August 10, 2006 4:59 AM
>To: [log in to unmask]
>Subject: Re: research on sentence diagramming?
>
>Edith:
>
>I have tried both Reed-Kellogg diagrams and tree diagrams in the 
English
>Composition classes I am teaching and I found out that the students 
find
>tree diagrams more intuitive and easier to understand than Reed-
Kellogg
>diagrams. Have you had a chance to compare the two types of diagrams 
in
>classroom applications?=20
>
>As a curiosity, the students who had learned the tree diagrams with 
me
>were able to remember the tree diagramming a semester later during a
>grammar course taken with another instructor. As I don't believe that
>their retention was due to my extraordinary teaching skills, the only
>conclusion I can draw is that the students understood so well the 
tree
>diagram approach that they had no difficulty remembering it.
>
>Eduard=20
>=20
>
>
>On Wed, 9 Aug 2006, Edith Wollin wrote...
>
>>Beth Rapp Brown's position on diagramming is certainly held by 
many=20
>>people, and I would certainly never use it as the only 
pedagogical=20
>>method for teaching grammar. However, I have found that the
>traditional
>>Reed and Kellogg diagrams (with some updating to fit more current=20
>>understandings of sentence syntax) help visual learners a great deal
>in
>>understanding the relationships amongst words in a sentence. I 
have=20
>>combined diagramming with sentence combining, writing one's own=20
>>sentences, using syntactic structures in context, etc. and have
>found it
>>very useful for student learning.
>>
>>Edith Wollin=3D20
>
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