Might it be possible to agree that middle school students could
(dare I say "should"?) be introduced to, and asked to do some,
Reed-Kellogg diagrams? As some people noted, such diagrams help many
students visualize sentence structure. I think there is generally
agreement that R-K diagrams become extremely cumbersome when they are
applied to complicated, long sentences, but they still may be useful for
many students. Then, might we agree that in high school students could
(should?) be introduced to tree-diagrams? As several people noted,
tree-diagrams better reflect some linguistic principles that R-K does
not.
Ed

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