i can't incorporate this baseline diagram into my analytical essay?

6^th & 7^th

Our humanities, or enrichment, program was two class periods that combined English and Social Studies. For two years, Mr. Kinloch drilled us with grammar so that by the end of 7^th grade we could identify every word in the sentence. Over two years we compiled a full journal of grammar rules and practices. We were little 7^th grade grammar monsters running around the halls of our middle school. Until 8^th grade when we lost those journals and forgot all we learned.

9^th grade

I vividly remember the little slips that Mr. Black would hand out in the beginning of each class. On one side the top would be headed with a specific element of grammar and then 2-4 incorrect sentences would follow. We would have to correct them, and then flip the paper over to enjoy some relatable comic and then blank lines to fill in some notes given verbally by Mr. Black.

Sophomore year of college

Oh, Faber’s history and structure. Her book was one of my best purchases because it clearly stated all I needed to know about grammar. Her class consisted of the whole skill and drill routine. I liked it, I was good at it (maybe some credit can go to my past teachers’ drills). I liked it though because it seemed mathematical to me- there was a specific, right process to follow that, if done correctly, you can always end up with the right answer. BUT, who will ever ask me to diagram a sentence or even name every word in a sentence?

Although I like all those practices and see the importance in doing them, Noden’s approach seems more useful in the long run. As a teacher I want students become strong writers and use their ability to write towards their advantage, a skill that can put them above the rest, and I think by incorporating grammar into the writing process will not only provide students with more writing practice but also demonstrate how grammar comes together rather than pulled apart. I’m not saying I wouldn’t enjoy seeing my students “sentence diagram” race on the chalkboard (oh wait, this is the 21^st century I mean SMARTboard) or relish in my students ability to dissect every subject, verb, predicate, etc in a long Thoreau passage because I would and I would probably brag about it. However, once they leave my class how many students will remember or even apply all that I taught them? If I can incorporate grammar into an unavoidable, endless practice (and a practice I want my students to excel in), I feel like that approach would be much more beneficial.     

 

 

and because my brushstroke is action verb: