KISS Grammar, as previously pointed out, is a freely-available English grammar program put together by a college professor.  Named for the idea that we should “Keep It Simple, Silly!” it does what it aims to do.

Ultimately, a student should be able to analyze any sentence, using the following process:

1. Identify all prepositional phrases and designate them by enclosing them in parentheses.  (And draw a line from the opening paren to the word the phrase modifies.)
2. Double-underline prepositional verbs  (“finite” or “core” verbs).
3. Form a question with “who” or  “what” before verb, to identify the subject.  Underline it.
4. Form a question with “whom” or “what” after the verb to identify the complement (if any).  You have now identified the core S/V or S/V/C structure of the sentence.  (Subject/Verb or Subject/Verb/Complement.  Verb=Predicate)
5. Ask a series of questions to determine whether the complement is a predicate adjective, a predicate noun, a direct object, or an indirect object.
6. Put brackets around each clause.  Determine which are subordinate and which is the main clause.  Draw a vertical line at the end of the main clause.
7. Identify whether each subordinate clause functions as a noun, adjective, or adverb; and whether a noun clause serves as a subject, predicate nominative, direct object, or object of a preposition.
8. Identify verbals.  Draw a box around each gerund and label it with its function.  Draw a box around each gerundive and draw an arrow pointing to the word it modifies.  Circle each infinitive and label it or draw an arrow, as appropriate.
9. Identify any advanced or additional constructions.  (There are just a handful of these, but they’re oddball enough that they’re reserved for older students.)

Now, that may sound like a lot, but it’s not so bad, because this whole process is not introduced at once!  To start with, only #1 is tackled.  Once that is mastered, #’s 2-5 are introduced.  Then #’s 6-7, then #8, then #9.  This is expected to be accomplished over the course of grades 3-11 (on an ideal timeline).

What it Looks Like

In our house, the way we go about this is pretty simple.  For each week of school, I print out five sentences.  (Usually this is relevant Scriptures, or some topical text related to our unit.)  Each day, Ariel is to analyze the sentence, using the steps of the process we’ve introduced so far.  When she’s starting out, we do it together.  Once I think she has the idea, she is assigned to do them herself.  When she brings them back to me, we work through any mistakes together.  That’s it.

Added Benefit

One great thing about this is that students who have learned all of the concepts should be able to identify the function of any word in any sentence – effectively accomplishing the same task as diagramming, but without having to recopy every sentence and take up vast amounts of paper.  If, however, you want to teach diagramming for whatever reason (my hubby thinks it is useful for Bible study), diagramming should not be a huge leap.  The student will already be able to do the fundamental work of diagramming, and just need to learn the accepted structure of a diagram.