@plainoldme,
Quote:I have written here that if students were taught the Reed-Kellogg system of diagramming or the newer, tree-shaped system now favored by linguists or the Montessori method of sentence analysis, that run-ons would not happen. I was pooh-poohed by all the English teachers here. Sarcasm intended.
I don't recall any English teachers pooh poohing that idea, Pom, except for me. But this wasn't the issue upon which I rested my pooh poohs.
When I first read it I thought that might just work but I now think that it may be a waste of time.
I am so happy I trained diligently for several years, my regimen includes rising at 6 am daily and running three 10k races a week, I'm a vegetarian.
As you can see, I added punctuation to that sentence and it's fine, UNLESS you want to make that particular text into formal or academic writing.
Obviously, no one does.
Why not just tell kids the truth? And I'm sure that you do. We write in a different fashion for formal/academic purposes. The kids already have an idea of how that works because they are all familiar with formal registers of speech.
There is no big problem. All the whining about kids getting to the college level without knowing this and that is mostly a bunch of hoo hah. They will learn to write, like everyone else who has ever learned to write, by writing.
Yes, and by teachers helping them recraft sentences, illustrate how to use more formal synonyms and a number of other tricks that you're obviously aware of.
Parsing sentences and filling their heads with arcane and just flat out wrong grammatical rules is not at all necessary.
In fact, it's so bloody apparent, it's a mystery how anyone can miss it. There are a lot of capable writers and they all learned in spite of being taught a bunch of nonsense rules that have nothing to do with English. Many have gone thru diagramming sentences without really learning much at all about English grammar.