BY ELIZABETH O’BRIEN EDITED BY DAVID O’BRIEN...

SENTENCE DIAGRAMMING EXERCISES © www.English-Grammar-Revolution.com 3

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BY ELIZABETH O’BRIEN

EDITED BY DAVID O’BRIEN

www.English-Grammar-Revolution.com


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CONTENTS Introduction ………........……………........……………........……............... 7

Parts of Speech Overview …........…………….…........…………..…........ 8

Instructions & Exercises

Chapter 1: Basic Sentence Diagramming ……………........……………… 12

Chapter 2: Modifiers (Adjectives & Adverbs) ………........................…… 15

Chapter 3: Prepositional Phrases ………………………........….………… 18

Chapter 4: Coordinating Conjunctions .................................................... 22

Chapter 5: Interjections .........................................……….........………… 28

Chapter 6: Types of Verbs - Part 1 ……………………….......……....…… 30

Chapter 7: Types of Verbs – Part 2 ……………………….......…...……… 36

Chapter 8: Adverb Clauses ..................................................................... 40

Chapter 9: Adjective Clauses …………........................................…….… 43

Chapter 10: Noun Clauses …………............................................…….… 47

Chapter 11: Verbals (Gerunds, Participles, & Infinitives) …..........……… 50

Extra: Diagramming Everything! .............................................................. 56


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PARTS OF SPEECH OVERVIEW Before we begin the diagramming lessons and exercises, let's briefly look at the eight parts of speech. The diagrams here are a bit complicated, but don't get too overwhelmed! Look through this section now and refer back to it as you go through the exercises.

Every single word belongs to one of eight word groups. We call those word groups the parts of speech.

1. Nouns name people, places, things, or ideas.

Examples: book, matches, sunlight, Maria, baby, shell

I saw the movie in the theater.

The fish swam through the water in the pond.

2. Pronouns take the place of one or more nouns.

Examples: I, you, me, they, who, which, yourself

Would you like to go with me to the beach?

Betty, stop looking at yourself in the mirror.

Diagramming Nouns & Pronouns

Nouns and pronouns can perform many jobs in sentences.

They can act as subjects, direct objects, indirect objects, objects of the preposition, predicate nouns, and more!


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3. Verbs show action or a state of being.

Examples: eat, find, run, walk, become, feel, seem, are

The baker cut the bread. (action verb)

The bread is good. (linking verb)

Diagramming Verbs

4. Adjectives describe nouns and pronouns.

They tell us: Which one? What kind? How many? Whose?

Examples: the, orange, special, many, colorful, Charlie’s

I would like the fresh muffin.

The blue coat is mine.

Diagramming Adjectives


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5. Adverbs describe verbs, adjectives, and other adverbs.

They tell us: How? When? Where? Why? To what extent?

Examples: awkwardly, lazily, silently, stylishly, well, yesterday, very, so

My friend dresses so stylishly.

Yesterday, we went shopping everywhere!

Diagramming Adverbs

6. Prepositions show the relationship between a noun or a pronoun and some otherword or element in the rest of the sentence.

They are always in prepositional phrases (a preposition + a noun or pronoun).

Prepositional phrases act as either adjectives or adverbs.

Examples: above, behind, below, from, inside, up, over

Will you please go on a walk with me?

The monkey with stripes is cute.

Diagramming Prepositions


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7. Conjunctions join two or more words, phrases, or clauses.

Coordinating conjunctions (for, and, nor, but or, yet, so) join equals.

Can we go to the zoo and the fair?

Subordinating conjunctions (whenever, because, although, since, if, before...) join independent clauses with dependent clauses.

Although that would be nice, we can only go to the zoo.

Diagramming Coordinating & Subordinating Conjunction

The way to diagram conjunctions depends greatly on the sentence. This is just one example.

8. Interjections show emotion. They are not grammatically related to the rest of thesentence.

Examples: rats, gee, darn, oh no, aw, gosh, yes, fiddlesticks, holy cow

Oh no, we lost the game.

Holy cow! This cake is delicious!

Diagramming Interjections


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CHAPTER 1: BASIC SENTENCE DIAGRAMMING1.0 Diagramming Subjects and Verbs

Nouns are words that name people, places, things, or ideas.

Lisa read a book about history.

There are three nouns in that sentence, and each of those nouns is performing a job. Nouns can perform many jobs in sentences. Right now, we're going to explore the first and most important noun job: subjects.

Subjects are nouns or pronouns that tell us whom or what a sentence is about. Every single sentence needs a subject. This sentence is about Lisa.


Verbs tell us what the subject is or does. Every single sentence needs a verb. This sentence is telling us what Lisa did. It's telling us that she read.


Helping verbs are little helpers that help the main verb. The helping verbs are:

be am is are was were been being have has had could should would may might must shall can will do did does having

Example: Cats will meow.


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Directions: Diagram the following sentences. Put the subject on the left side of the vertical line and the verb on the right side of the vertical line. Helping verbs are part of the verb.

1. Flowers grow.

2. Birds were chirping.

3. Bunnies hop.

4. Cailey must have been sleeping.

5. Sydney has been playing.

1.1 Diagramming Questions

Sometimes, it's hard to find the subjects of questions. In order to make it easier, turn questions into statements before you diagram them. This makes it easier to find the subject.

Example:

The question Have you been cooking? becomes the statement you Have been cooking. Now, it's easier to see that you is the subject.

Directions: Diagram the following questions. Put the subject on the left side of the vertical line and the verb on the right side of the vertical line.

1. May I run?

2. Did Josh eat?

3. Should we have been swimming?

4. Has Lucy been reading?

5. Are they coming?


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1.2 Diagramming Subjects, Verbs, & Questions

Directions: Diagram the following sentences.

1. Everyone was running.

2. Puppies were barking.

3. Have you been cooking?

4. David spoke.

5. Mrs. Johnson laughed.


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CHAPTER 2: MODIFIERS (ADJECTIVES & ADVERBS)

2.0 Diagramming Adjectives

Adjectives are words that modify (describe) nouns and pronouns.

Any word that answers one of the adjective questions is an adjective.

The Adjective Questions:

• Which one?

• What kind?

• How many?

• Whose?

Example: The yellow ducks quacked.

Directions: Diagram the following sentences by placing any adjectives on slanted lines under the words that they modify.

1. Two fat birds chirped.

2. That cute baby has been laughing.

3. Will my mother sing?

4. The green box fell.

5. The lovely, scented candle burned.


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2.1 Diagramming Adverbs

Adverbs are words that modify verbs, adjectives, and other adverbs. Any word that answers one of the adverb questions is an adverb. The Adverb Questions:

• How?

• When?

• Where?

• Why?

Example: Rover howled rather loudly.

Directions: Diagram the following sentences by placing any adverbs on slanted lines under the words that they modify. Tip: The adverb questions themselves are adverbs.

1. Walter ran very quickly.

2. Where is Melissa?

3. May Rover stay here?

4. Thomas Edison worked diligently.

5. Henry bowed politely.


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2.2 Diagramming Adjectives and Adverbs

Directions: Diagram the following sentences. 1. The little red bird flew gracefully. 2. The rather large book was sitting here. 3. Where did that black cat go? 4. My very favorite aunt sings beautifully. 5. Who is eating so noisily? (Tip: This sentence looks the same when you change it into a statement!)

6. The huge turkey gobbled loudly.

7. Five yellow flowers grew quickly.

8. Her birthday candles burned brightly.

9. Our new cat purred very affectionately.

10. Where has Joe been hiding?


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CHAPTER 3: PREPOSITIONAL PHRASES

Prepositional phrases always contain a preposition and a noun or pronoun. Hey, look! That's another noun job. The noun or pronoun that comes after a preposition is called the object of the preposition. Now you know that nouns can be subjects and objects of the preposition.

Prepositional phrases act as adjectives or adverbs.

3.0 Diagramming Adjectival Prepositional Phrases - Part I

When a prepositional phrase is acting as an adjective, the preposition goes on a slanted line under the noun or pronoun that it modifies (in this case, the subject), and the object of the preposition goes on a horizontal line after it. (See the example.)

Do you remember the adjective questions from page 15? Use them to help you.

Example: The blue birds in the trees were chirping.

Directions: Diagram the following sentences by placing the adjectival prepositional phrases under the nouns or pronouns that they modify. These all modify the subjects.

1. The flowers in the garden are growing.

2. The rock on the cliff fell. 3. That dog across the street has been barking again.

4. Did the green box with the blue lid fall? 5. The lovely, scented candle on the table burned continually.


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3.1 Diagramming Adverbial Prepositional Phrases

Prepositional phrases can also act as adverbs.

When they act as adverbs, they modify verbs, adjectives, or other adverbs. In this section, we'll only diagram prepositional phrases that modify verbs.

The preposition goes on a slanted line under the verb, and the object of the preposition goes on a horizontal line after it. (See the example.)

Do you remember the adverb questions from page 16? Use them to help you. Example: The rabbit hopped through the pretty garden.

Directions: Diagram the following sentences by placing the adverbial prepositional phrases under the verbs that they modify.

1. Has Lucy been reading at the library? 2. I ran around the absolutely beautiful city. 3. Those blue birds chirped endlessly into the night.

4. The plane flew above the puffy, white clouds.

5. Who has been sleeping in my bed?


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3.2 Diagramming Adjectival Prepositional Phrases - Part II

Now you'll learn how to diagram adjectival prepositional phrases that modify the object of the preposition from another prepositional phrase!

The preposition goes on a slanted line under the noun or pronoun that it modifies (in this case, the object of the preposition), and the object of the preposition goes on a horizontal line after it. (See the example.)

Example: The blue birds in the trees above my house were chirping.

Above my house is a prepositional phrase telling us more about the noun trees. It answers the adjective question Which ones?

Directions: Diagram the following sentences by placing the adjectival prepositional phrases under the noun or pronoun that they modify.

These all modify the objects of the preposition of another prepositional phrase.

1. The hairy dog sat in the corner of the room. 2. The cookie dough is in the back of the fridge.

3. I shop at the grocery store on Main Street.

4. Which of the pages in this book ripped?

5. Can you fit between the roots of this tree?


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3.3 Diagramming: Putting It All Together

Directions: Diagram these sentences that include everything you've learned so far! 1. The rusty shovel with the blue handle sat in my garage. 2. These three puppies in the basket on the wood floor have been whimpering since this morning. 3. Every candle in the little house on Main Street burned brightly throughout the night.

4. In April, the cool rain falls on the soil.

5. In May, the plants in Cathy's garden grow very quickly.

6. May I sit in the red chair?

7. Ginny happily cooked in the kitchen of her new house.

8. The skirt with black stripes fell into the laundry basket.

9. Did the students in Mrs. O’Brien’s class study for the difficult test?

10. The party guests in the living room talked quite loudly. (Tip: Treat living room as one

word. It is a compound noun.)


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CHAPTER 4: COORDINATING CONJUNCTIONS

Coordinating conjunctions connect words, phrases, and independent clauses. The connected elements are said to be compound.

There are only seven coordinating conjunctions:

and, but, for, nor, or, so, yet

Mark and Jake walked around the block. That sentence has two subjects joined with the conjunction and.

That means that this sentence has a compound subject.

Mark walked around the block and up the ladder. This sentence has two prepositional phrases joined with the conjunction and. That means that this sentence has a compound prepositional phrase.

In this chapter, you'll learn how to diagram compound words, phrases, and sentences. We'll begin with compound words.

4.0 Diagramming Compound Words

Coordinating conjunctions go on a dashed line between the words that they connect.


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Examples:

Alex and David laughed. Cathy smiled and laughed.

Red and blue birds chirp. Beth walked confidently and swiftly.


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Dad will cook and clean. Rover ran across the fields and streams.

Wow! That was a lot of examples! Finally, here are the exercises. I've given you hints on the first two questions.

Directions: Diagram the following sentences by placing the coordinating conjunctions on dotted lines between the words that they connect.

The exercises in this section will only have compound words (subjects, verbs, adjectives, adverbs, and objects of the preposition).

1. Mr. Travers teaches at the school and plays outside during recess. (compound verb)

2. Matt and Dina learn from Mr. Travers. (compound subject)

3. Lori's blue and green dress has been drying on the clothesline in the yard.

4. I looked for the jacket in the house and the car.

5. Scott jogged quickly and quietly onto the soccer field.


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4.1 Diagramming Compound Phrases

Phrases are groups of words without both a subject and a verb. All of the words in a phrase come together to act as one part of speech. You've already learned about verb phrases (helping verb(s)+ main verb) and prepositional phrases (preposition + object of the preposition).

Use these examples of diagramming compound phrases to help you complete the exercises.

Mark is walking but had been running.

Sunny walked over the hill and into the park.

Directions: Diagram the following sentences by placing the coordinating conjunctions on dotted lines between the phrases that they connect. I've given you hints on the first two sentences.

1. The students were running in the halls and were sent to the principal's office. (compound verb phrase)

2. My sister drove around the block and up the hill. (compound prepositional phrase)

3. The crazy little dog ran out the door and toward the stranger.

4. Lori and Lisa were laughing and howling at the funny movie.

5. Jason looked in the garage and around the house.


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4.2 Diagramming Compound Sentences

A compound sentence contains two or more independent clauses.

Clauses are groups of words with a subject and a verb. Independent clauses express complete thoughts. They can stand alone as complete ideas.

(Note: There are two types of clauses: independent clauses and dependent clauses. We will learn about dependent clauses later.)

Coordinating conjunctions are often used to combine two or more sentences into one compound sentence. Here is an example of a compound sentence. It contains two independent clauses connected by a coordinating conjunction.

She cooked and he cleaned.

Directions: Diagram the following sentences by placing the coordinating conjunctions on dotted lines between the independent clauses that they connect.

1. The little kitty in the basket meowed, and the small girl smiled.

2. He drove across town, but she walked.

3. Have you tried, or did you just ask for help?

4. The man in the backyard cried, for he fell from the tall ladder.

5. Should you have been running towards the dog, or should you have been running away from it?


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4.3 Diagramming: Putting It All Together

Directions: Diagram these sentences that include everything you've learned so far!

1. This red and gray sweater itches and smells like mothballs.

2. Tomorrow, I will swim down the river and into the ocean.

3. Fred and Ginger have been dancing on the dance floor since last night!

4. Have you been dancing and juggling on my very favorite coffee table?

5. Slowly and deliberately, the monkey climbed around the limbs of the tree.

6. Bill, Joe, and Maria happily played in the backyard.

7. You shouldn’t laugh and eat at the same time!

8. The music played, and the three girls cheered.

9. On her birthday, Marianne danced to the loud music and smiled at her friends.

10. The chocolate and vanilla cake baked for half of an hour in Josh’s oven.


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CHAPTER 5: INTERJECTIONS & NOUNS OF DIRECT ADDRESS

Interjections are words that show excitement or emotion.

Nouns of direct address name the person or people being spoken to. (This is another noun job. Now, you've learned that nouns can be subjects, objects of the preposition, and nouns of direct address.)

Interjections and nouns of direct address are not grammatically related to the rest of the sentence. This means that they don't describe, modify, or affect anything else in the sentence.

When diagrammed, they sit on a line floating above the sentence.

5.0 Diagramming Interjections & Nouns of Direct Address Use these examples to help you diagram the sentences. Interjections:

Holy cow! This cake is delicious!

Notice that holy cow is made of two words. That's okay! Nouns of Direct Address:

Caroline, we won the game!


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Directions: Diagram the following sentences. Use the examples for help. 1. Mr. Lewis, did you wave at that car?

2. Laura, can you or Maria drive to the movie theater?

3. Sweet, the two baby kittens cuddled with their mommy.

4. Mom, your yellow vase fell on the floor and broke into many pieces.

5. Yikes! Our car just stopped on the highway in the middle of the road.

6. Oh no! My soccer team just lost!

7. Lori, could you please stand quietly in the corner?

8. Uh-oh, the angry principal glared at the loud students in the hall.

9. Jerry, the large poster fell and ripped in half.

10. Yuck! We stood in line for hours yesterday.


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CHAPTER 6: TYPES OF VERBS – PART 1 Up until now, you have been diagramming the same type of verb (intransitive complete). Now, you will begin diagramming other verb types.

There are four types of verbs. You are familiar with one type, and now it's time for you to learn about another!

Your Mini Lesson on Transitive Active Verbs

In this chapter, you will learn about transitive active verbs. These verbs always have direct objects and may also have indirect objects.

Direct objects are nouns or pronouns that receive the action of the verb. (Look! It's another noun job!)

The boy kicked the ball.

The direct object in that sentence is ball. The ball is receiving the action of kicked. It is what is being kicked.

Find the direct object in this sentence: I scrubbed the floor.

Since floor is receiving the action of scrubbed, it is the direct object.

Indirect objects are nouns or pronouns that receive the direct object. (Yep! It's another noun job!) That means that you can only have an indirect object in a sentence that already has a direct object.

The boy kicked me the ball.

The indirect object in that sentence is me. The word me is receiving the direct object ball. Who is getting the ball? Me!

Find the direct object and the indirect object in this sentence: I gave you the book.

Book is receiving the action of the verb gave, so book is the direct object.

You is receiving the direct object, so you is the indirect object.

Direct objects and indirect objects only occur with transitive active verbs.

TRANSitive active verbs are verbs that TRANSfer their action to direct objects.

If a sentence has a direct object, it also has a transitive active verb. If a sentence has in indirect object, it also has a direct object.


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6.0 Diagramming Direct Objects

Diagram direct objects on the same horizontal line as the subject and the verb. Separate the verb and the direct object with a vertical line that doesn't go below the horizontal line.

Example: The baby kicked the ball.

Directions: Diagram the following sentences. Use the example for help.

1. Does your sister like black cats?

2. A boy on your basketball team just dunked the ball.

3. Wow! You will run a marathon on Sunday?

4. My dad videotaped me during the play.

5. The sick English teacher blew her nose.


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6.1 Diagramming Indirect Objects

Indirect objects are diagrammed in kind of a funny way.

Before I show you how they're diagrammed, look at this sentence:

The baby kicked the ball to me.

This sentence has a transitive active verb (kicked), a direct object (ball), and a prepositional phrase (to me). The word me is the object of the preposition to.

There is another way we can say that sentence without the word to.

The baby kicked me the ball.

This sentence still has a transitive active verb (kicked) and a direct object (ball), but there is no prepositional phrase. Now the word me is an indirect object instead of an object of the preposition!

When you diagram indirect objects, diagram them underneath the verb as if they were objects of the preposition. Put an (x) where the preposition would go.

Example: The baby kicked me the ball.


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Directions: Diagram the following sentences. Use the example for help. 1. Could you bake me a cake?

2. Nate bought his mother flowers.

3. Arrg, the bookstore sent me the wrong book!

4. Caroline and Mike gave Emilie a birthday card.

5. The woman handed Alex a new passport.


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6.2 Diagramming Compound Direct and Indirect Objects Coordinating conjunctions can make direct and indirect objects compound. Compound Direct Objects

Example: The baby kicked the ball and toy.

Compound Indirect Objects

Example: The baby kicked Elmo and me the ball.


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Directions: Diagram the following sentences. Use the examples for help. 1. I smelled the delicious homemade pie and cookies.

2. Yikes! The tornado violently hit the house and threw the trees across the field.

3. The guests gave Mary a book about Germany, and she gave them a photo of her town.

4. I reluctantly gave Edward and Bella the keys to my car. 5. My friend and I walked into the woods and picked Sara flowers.

6. The five girls at the party quickly ate the cake, and the birthday girl opened her

presents.

7. Mom, could you buy me an iPod, an iPhone, and a new computer for Christmas?

8. Honey, those presents cost too much money!

9. Okay, I will save my babysitting money and buy them later.

10. Jim bought his two cats catnip and toy mice from the pet store.


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CHAPTER 7: TYPES OF VERBS – PART 2

You have already learned how to diagram two of the four verb types:

1. Intransitive Complete (He smiled.) 2. Transitive Active (She played the piano.)

With the following exercises, you'll learn about diagramming the last two:

3. Transitive Passive 4. Intransitive Linking

7.0 Diagramming Transitive Passive Verbs

Your Mini Lesson on Transitive Passive Verbs

With all of the verb types that you have diagrammed so far, the subject has performed the action. Are you ready for something different? With passive verbs, the subject receives the action!

Example: The candle was lit.

Candle, the subject of the sentence, is receiving the action.

It is being lit. Notice that we don't know who lit the candle. Many times, the doer of the action in a passive sentence will be in a prepositional phrase.

Example: The candle was lit by Joe.

Now we know who lit the candle.

The doer of the action, Joe, is found in the prepositional phrase, by Joe.

Passive sentences always contain verb phrases. They have at least one helping verb and the past participle form of the main verb.

TRANSitive passive verbs TRANSfer their action to the subject of the sentence.

Example: The ball was kicked by the baby.


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1. The book was written by Victor Hugo.

2. The victory was celebrated by the winners.

3. The plant in the corner was watered by the housekeeper.

4. My car was stolen yesterday!

5. Talkative children are scolded by the principal.


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7.1 Diagramming Intransitive Linking Verbs Your Mini Lesson on Intransitive Linking Verbs

Intransitive linking verbs, the fourth and final verb type, link the subject to either a noun that renames it or an adjective that describes it.

INtransitive linking verbs do NOT transfer any action! (In- is a Latin prefix that means not.)

Example: The candle was bright.

Was is a linking verb connecting the subject, candle, with the adjective bright. Bright describes the candle. (The adjective that comes after a linking verb is called a predicate adjective.)

Example: Mrs. Johnson is my teacher.

Is is a linking verb connecting the subject Mrs. Johnson with the noun teacher. Teacher renames Mrs. Johnson. (Noun job alert! The noun that comes after a linking verb is called a predicate noun, and it's another one of the noun jobs.)

If you count all of the forms of to be as one word, there are only 13 linking verbs.

Forms of to be: be am is are was were been being

Other linking verbs: appear become feel grow look seem remain smell sound stay taste turn See the examples to learn how to diagram intransitive linking verbs.

Examples: The baby is cute. The baby is a boy.


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1. I will be a great musician.

2. Mmm! The chili smells absolutely delicious!

3. My dad became very happy at Disneyland.

4. This bed feels soft.

5. After tomorrow, Grace will be a college graduate.

7.2 Transitive Passive & Intransitive Linking Verbs


1. This warm apple pie tastes and looks delicious. (Tip: You’ve never done one like this before. This sentence has two linking verbs that share the same predicate adjective. Use what you know about diagramming compound verbs to see if you can figure it out. I bet you can do it!)

2. Hey! These speakers sound crackly.

3. The speakers were purchased by my dad.

4. The stockings were hung by the chimney with care.

5. The room feels cozy, and the fire looks beautiful.


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CHAPTER 8: ADVERB CLAUSES

A clause is a group of words with a subject and a verb. There are two main types of clauses: independent clauses and dependent clauses.

Independent clauses express complete thoughts and can stand alone.

I tied my shoes.

Dependent clauses don't express complete thoughts. They need to be connected to independent clauses in order to make sense.

because I tied my shoes

Dependent clauses are similar to phrases because both of them are groups of words that act as single parts of speech. Dependent clauses can act as adverbs, adjectives, or nouns. (Dependent clauses are also called subordinate clauses.)

In the next few chapters, you'll be learning how to diagram all of these dependent clauses. We'll begin by studying adverb clauses.

Adverb clauses are a type of dependent clause. Can you guess which part of speech they act as?

That's right, adverb clauses act as adverbs! They modify verbs, adjectives, and adverbs.

Let's explore how adverb clauses act as adverbs. Take a look at this sentence. It has an adverb modifying the verb phrase.

You should brush your teeth now.

The word now is an adverb telling us WHEN you should brush your teeth.

Now look at this sentence. It has an adverb clause modifying the verb phrase.

You should brush your teeth before you go to sleep.

Now, before you go to sleep is telling us WHEN you should brush your teeth. It is a clause performing the job of an adverb, so it's an adverb clause! (Remember those adverb questions? Use them!)

Introductory Words

Adverb clauses have special words that introduce them and connect them to independent clauses. These special words are called subordinating conjunctions.

There are many, many words that can be used as subordinating conjunctions. Here are some examples:

although, as, because, before, if, until, since, when.


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Sentence

Independent

Clause

Dependent

Adverb Clause

Subordinating Conjunction

Adverb Clause Is

Modifying...

My mom

smiled when I made dinner.

My mom smiled

when I made dinner

when

smiled

If you don’t clean your room, you

can’t have a cookie.

you can't have a cookie

If you don't clean your room

If

can have

You should brush your

teeth before you go to

sleep.

You should brush your teeth

before you go to sleep

before

should brush

8.0 Diagramming Adverb Clauses

To diagram the following sentences, start by diagramming the independent clause. Then, diagram the dependent adverb clause below it.

The adverb clauses will begin with subordinating conjunctions. Connect the two clauses with a slanted, dotted line. Put the subordinating conjunction on the dotted line.

All of the adverb clauses in these exercises modify the verbs in the independent clauses. Because of this, the slanted, dotted line should come off of the verb in the independent clause.

Example: My mom smiled when I made dinner.


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Directions: Diagram the following sentences. The adverb clauses are in bold in the first two sentences.

1. If the weather is nice, I will be happy

2. Whenever my dog barks, my cat meows.

3. I ran until my legs hurt.

4. I won the race because I practiced.

5. As I walked, the sky became dark.


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CHAPTER 9: ADJECTIVE CLAUSES Adjective clauses are another type of dependent clause. An adjective clause is a group of words with a subject and a verb acting as a single part of speech. That means that the whole clause modifies a noun or pronoun.

Let's explore how adjective clauses act as adjectives. Take a look at this sentence. It has an adjective modifying the subject.

The happy woman danced.

The word happy is an adjective telling us more about the noun woman. It's telling us WHICH WOMAN danced.

Now look at this sentence. It has an adjective clause modifying the subject.

The woman who looked happy danced.

Now, who looked happy is telling us more about the noun woman. It's telling us WHICH WOMAN danced. It is a clause performing the job of an adjective, so it's an adjective clause! (Remember those adjective questions? Use them!)

Introductory Words

Adjective clauses are most often introduced by relative pronouns, but they can also be introduced by relative adverbs.

• Relative Pronouns (that, who, whose, whom, which)

• Relative Adverbs (where, when, why...)

Sentence

Independent

Clause

Dependent Adjective

Clause

Introductory

Word

Adjective Clause Is Modifying

The woman who looked

happy danced.

The woman

danced

who looked

happy

Who

Relative Pronoun

woman

This is the park where we played.

This is the park

where we played

Where

Relative Adverb

park


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You should know one other thing about adjective clauses.

Sometimes the word introducing the adjective clause is omitted from the sentence! Consider these two sentences.

This is the house that Jack built.

This is the house Jack built.

In the first sentence, that is a relative pronoun introducing the adjective clause. In the second sentence, that is not stated in the sentence, but it is implied. It's as if the sentence says:

This is the house (that) Jack built.

You won't be diagramming any adjective clauses with implied words in these exercises, but I wanted you to know that they exist.

Sentence

Independent

Clause

Dependent Adjective

Clause

Introductory

Word

Adjective Clause Is Modifying

This is the house that Jack built.

This is the

house

that Jack built

That

Relative Pronoun

house

This is the house Jack

built.

This is the house

Jack built

None! It has an implied that. It's

as if it says:

(that) Jack built

house


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9.0 Diagramming Adjective Clauses

To diagram the following sentences, start by diagramming the independent clauses.

Then, figure out which word in the independent clause the adjective clause is modifying.

Diagram the adjective clause below the independent clause.

Connect the two clauses with a dotted line stretching between the word introducing the adjective clause (relative pronoun or relative adverb) and the word in the independent clause that the adjective clause is modifying.

Example: The woman who looked happy danced.


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Example: This is the park where we played.

Where is a relative adverb introducing this adjective clause.


1. I love the person who cleaned the house!

2. Colin walked into the house that had been sold.

3. Are teachers who are extra nice paid double?

4. The boy with whom I spoke drew that picture.

5. Teachers whose students are motivated happily work overtime.

6. The presents, which were wrapped in blue and green paper, looked perfect!

7. The woman who looks so happy danced on the dance floor until the club closed.

8. I gave her the apple, which was sitting on the table.

9. Cathy, we should shop at the stores that have the best prices.

10. This book is dedicated to my husband, whom I love.


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CHAPTER 10: NOUN CLAUSES Noun clauses are the third type of dependent clause.

I bet you've already used your powerful mind to determine that noun clauses act as nouns, right? That's very smart of you.

Since they act as nouns, these clauses can do anything that nouns can do.

That means that the whole clause acts as a subject, direct object, indirect object, object of the preposition, or predicate noun.

Let's explore how noun clauses act as nouns. Take a look at this sentence. It has a noun acting as the subject.

Broccoli is fine with me.

The word broccoli is a noun performing the job of the subject.

Now look at this sentence. It has a noun clause acting as the subject.

Whatever you want is fine with me.

Now, whatever you want is the subject. It is a whole clause performing the job of a noun, so it's a noun clause.

Notice that unlike adverb and adjective clauses, noun clauses are not modifying anything. They are acting as nouns and pronouns within the independent clause!

Introductory Words

Noun clauses may be introduced by any of the following words.

that, if, whether, who, whom, whose, which, what, when, where, how why, whoever, whenever, whatever, wherever, however, whichever, whomever

These words often perform a job within the noun clause, but sometimes they merely indicate that a noun clause is coming.

You may call these words noun clause markers.

It's also possible for a noun clause to have no introductory or "marker" word. You won't be diagramming any like this in these exercises, but you should know that they exist.

Let's look at some examples.


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Sentence

Dependent

Noun Clause

Noun Clause Acting As...

Introductory Word

Intro Word Acting As...

Does your mom know

where you are going?

where you are going

Direct Object

where

Adverb within

the noun clause

Whatever you

want is fine with me.

Whatever you want

Subject

Whatever

Direct object of

the noun clause

Give the

money back to whoever lost

it.

whoever lost it

Object of the Preposition

whoever

Subject of the noun clause

Maria said, "I feel sleepy."

I feel sleepy

Direct Object

No Introductory

Word

10.0 Diagramming Noun Clauses

As you diagram the following sentences, start by deciding what the noun clause is acting as. Place the noun clause on its own line just above wherever it goes in the main clause.

Connect this sentence diagram to the main clause with a little forked line. Use the example for help.

Example: Does your mom know where you are going?

Where you are going is a noun clause acting as the direct object of the sentence. Where is introducing this noun clause. It is also an adverb within the noun clause.


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Example: Whatever you want is fine with me.

Whatever you want is a noun clause acting as the subject of the sentence. Whatever is introducing this noun clause. It is also the direct object of the noun clause.

Directions: Diagram the following sentences. I've given you hints on the first two sentences.

1. Where one of my socks had gone was a mystery. (Noun Clause = Subject)

2. I wonder how I lost it. (Noun Clause = Direct Object) 3. My mom knew where I lost my sock because she found it in the dryer.

4. Now I am prepared, and I'll go with whoever is ready.

5. Wherever we are going will be wonderful.

10.1 Putting It All Together


1. Can you tell me where the airport is?

2. Since you asked nicely, I will tell you where it is.

3. Before we leave the party, we must congratulate the graduate.

4. Wherever you go, I will follow you.

5. I’ll make spaghetti with meatballs for dinner because you love it.


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CHAPTER 11: VERBALS Verbals are words that are formed from verbs but do not act as verbs.

There are three types:

1. Gerunds end with -ing and act as nouns.

Running is my favorite sport. 2. Participles end in -ing, -d, -t, or -n, and they act as adjectives.

I hear running water. 3. Infinitives are always to + a verb.

They can act as nouns, adjectives, or adverbs.

I love to run. 11.0 Diagramming Gerunds Remember, this type of verbal ends with -ing and acts as a noun.

Directions: Diagram the following sentences. Place the gerund on a line that is drawn like a step.

The -ing part of the gerund goes on the bottom part of the step, and the rest goes on the top part of the step.

With a forked line, connect the step to the rest of the sentence wherever it should go. (Since gerunds are nouns, they can be the subject, direct object, object of the preposition, or predicate noun.)


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In this sentence, the gerund is acting as the subject.

Example: Running is fun.

Gerunds can also take complements and modifiers. All of the words together are called a gerund phrase.

Example: Running marathons is fun.

Example: I like swimming in lakes.

1. My sister and I enjoy laughing.

2. Wow! Riding my bike is really fun.

3. Jumping rope for twenty minutes is good for your heart.

4. My favorite game is throwing Frisbees to my dog.

5. I dream of diving to the bottom of the ocean.


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11.1 Diagramming Participles This type of verbal ends in -ing, -d, -t, or -n, and acts as an adjective.

Directions: Diagram the following sentences. Place the participle on a curved line below the word that it modifies. Since participles are adjectives, they can modify any noun or pronoun.

Example: Shooting stars are pretty.

Participles can also take modifiers. All of the words together are called a participial phrase.

Example: Throwing rocks across the water, my friend smiled.


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1. Have you seen my biking shorts?

2. Yuck! I hate burned toast.

3. I threw the ball to the girl running across the field.

4. The plants growing near the window need water.

5. The filtered water tastes delicious.

11.2 Diagramming Infinitives

These are always to + a verb, and they can act as nouns, adjectives, or adverbs. Because they can act as so many things, infinitives will keep you on your toes!

To diagram infinitives, place the word to on an angled line, and write the verb on a horizontal line coming off of the angled line.

With a forked line, connect this to the rest of the sentence wherever it should go. Remember: Infinitives can be nouns, adjectives, or adverbs.

Example: I love to run.

To run is an infinitive acting as the direct object of the verb love.


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Infinitives can also take complements and modifiers. All of the words together are called an infinitive phrase. Here's a diagram of an infinitive phrase with complements and modifiers. Note that the diagram doesn't show a complete sentence.

Example: I swore to tie my shoes tighter in the future.


1. My dog loves to bark at cars.

2. To master a new skill takes patience and persistence.

3. Jessica entered the race to win.

4. My goal is to live happily!

5. The puppies barked to get my attention.


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11.3 Diagramming Gerunds, Infinitives, and Participles


1. Running with scissors is extremely dangerous.

2. My sister and her friend tried to hide from me.

3. Reading the dictionary, Lisa told me the definition of the word.

4. Swimming is difficult to learn.

5. The class happily thanked their favorite teacher for teaching them grammar.


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DIAGRAMMING EVERYTHING!


1. I would love to go to the fair with you!

2. Do you know where my bag is?

3. Kira loves reading books on the couch while she listens to classical music.

4. My family and I will watch Harry Potter in the biggest theater that we can find.

5. Yesterday, my computer exploded during a thunder storm!

6. Jesse’s parents nervously watched him as he jumped from the diving board and raced across the pool.

7. My grandmother gave me a silver box lined with green velvet.

8. Red, orange, yellow, green, blue, indigo, and violet are the colors of the rainbow.

9. Because their bikes were stolen, the boys sat in the police station and waited for a ride.

10. Now, your head is full of grammar knowledge!

Wahoo! You finished the Sentence Diagramming Exercises book! If you're ready to take

the next step and practice everything you've learned, you'll want to check out the Stay

Smart: 188 Advanced Sentence Diagramming Exercises. You'll practice your

diagramming skills with the help of 188 interesting sentences to diagram, and I'm pretty

sure that you'll love every second of it! Check out the website for more information.

Elizabeth O’Brien

www.English-Grammar-Revolution.com


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Don't ask what the world needs.

Ask what makes you come alive and go do it.

What the world needs is people who have come alive!

~ Howard Thurman

BY ELIZABETH O’BRIEN EDITED BY DAVID O’BRIEN...

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