And welcome back, we are going to do some of the heavy lifting when it comes to becoming literate. These are things and I'm telling you right now, when you talk about diagramming sentences, you're talking about a scale. You're talking about exercises that were done. Gosh, decades ago, they were done regularly, I would guess through the 1980s, as the school system has gotten less rigorous, and I'm going to be kind and just leave it at less rigorous. You have certain tried and true methods that have been taken out. One of the things that's happened is, and I'm not going to get preachy, so don't worry.

But one of the things that's happened is top flight literature has been taken out. I mentioned in the introduction, Last of the Mohicans, you can go down the list, you can read Moby Dick by Herman Melville. You can take a look at a book I actually enjoyed In high school, although I didn't tell anybody. I actually enjoyed the scarlet letter by Nathaniel Hawthorne. And I've told people throughout the years all the AC T and sap tutoring, I've told people that you can actually go read Edgar Allan Poe, Nathaniel Hawthorne, Herman Melville, Arthur Conan Doyle, Charles Dickens, you can do nothing but read those authors. I'm guessing for a minimum of six months you could maybe read them for a year and anything that any of the exams give you will simply not read.

Those works literature are written at a level where your literacy level your practice will be at a level where the AC T and the SA t aren't going to give you anything that you can't handle. And I mean that was all seriousness go against Go take a look read the gold bug by Edgar Allan Poe and you get back to me and tell me that you didn't get a workout. You got a literacy workout, you got a vocabulary workout, you got to English structure workout. You actually and if I if I have it if I can what I'll do at the end, if I can remember, I'll actually bring it up. As as an example. While I'm live here, filming the class.

I didn't think of it until just now actually. Remember, I'm just a regular teacher trying to instruct trying to teach you guys online sharing with you what I've done over the years. There's no big as you can see, there's no big budget behind me. I don't have 90 zillion dollars in funds to do my presentations and to do my production. It's just cold, hard truth. It's just direct right to you from public.

And here we go right we'll just we'll just share the legitimacy together and get literate together. The diagramming sentences lessons I've done with classes start with this paragraph because there is a technique to actually diagramming a sentence. And when you think about it, before we get into the text, you have a need to be able to understand sentences in full. You have every sentence that's written correctly in English has a subject. It has a verb or a predicate, right? The predicate is the section of the sentence that contains the verb.

The subject, remember is who or what the sentence is talking about. And the third thing is, is it has a complete thought. And those are things that you're going to need to keep in mind. Always Subject, Verb predicate and complete thought. Sometimes it's said in the grammar books subject verb and complement with a co MP l e m empty compliment, like the missing part but that really means you're still level of completeness. That's why it's a complete thought it's easier to fathom.

So, if you can think of that if you can say, Well, okay, who were what is the sentence talking about that the subject and then the other part of the sentence is the verb. So if I have a sentence, the basketball players practiced for two hours. Well, who or what is that sentence talking about? The sentence is talking about the basketball players. And technically the word players is the subject write it out, actually take a sheet of paper and write out the basketball players practiced for two hours. Players is your subject basket Ball is the adjective describing players, but players is your subject.

What? Who is that sentence talking about? Talking about the players? Well, okay, and then we get more complicated. We have the basketball players, what are they doing that they practiced? The basketball players practiced in the past, obviously, because I have an IE D verb, for two hours.

So and four is a part of speech and two hours is going to be the, it's going to give you the complete thought. It's going to give you more detail. And all you need to remember is start small, right? You're going to start let me look at my camera. See if this works. Right.

You're going to start small, the players practiced. That's your sentence, the players practice. Then you have well the basketball players. Then you have the best school players practiced for two hours and now you have let's see if I get this right now we have a sentence this long. Instead of this long, the players practiced? Well, let's make it more detailed.

The basketball players practiced for two hours. This is basic early level English already six minutes in. We haven't even gotten to the meat potatoes yet. So let's get moving on that. But these basic lessons, I'm telling you have not been brought out in a way that people understand. And if you can understand this type of stuff, it will make you more confident and more capable, like we mentioned in the intro.

So diagramming sentences, this is just the part that tells you what to do. You're going to basically make a T chart, you have a horizontal line on your paper, and you have the sentence base. That's the most basic look on it on the What do you call it on the diagram. So let me go and bring in the tool. What they're talking about is making a diagram we're just going to do the T chart and what you have here is the Subject on the left and the verb or predicate on the right. So here subject players, the basketball players.

On the right here the verb is practiced. Okay? And that's what it's talking about here, the subject, the complete subject, everything that deals with the complete subject is on the left. So the basketball players that's over here on my imaginary sentence that would help if you wrote that out. And on the right here, practiced for two hours is going to be where the verb is. That's this basic look.

That's the basic thing. We're checking out when we do this. Okay, so let's see what we've got here. Let's get into some of the instruction. And we'll go to practice diagramming, too. Okay, let me shut this off so I can get to it.

And we've got diagramming, too. It's moved over a little bit. Okay, so now we have diagramming subject and verb and this is just how they explained it to you in the previous page. So here you have on sample sentences. You have the subject on the left the verb on the right answer the phone is a sentence. Now many times in English you don't need to say you answer the phone.

So for an understood subject, that's this, right, you've got the you in parentheses answer the phone. This first sentence here actually is a great example of what I was talking about with my example with the basketball players. So here you have the blue car quickly swerved left, well guess what? The modifiers of the subject and the verb are written on slanting lines beneath the subject or the verb. The simple sentence is the car swerved car is your subject, it goes here, the verb is swerved, and it goes here. So we've done exercises in the past where we underline these things right?

I've had students underline the subject, underline the verb, and label them you could do that. But the diagramming thing allows you to see it kind of in a more. 3d is of course the wrong word to use, but in a more I don't know, artistic way, a more visual way. The visual learners in the crowd will see this more clearly and it will help them if you're a visual learner will help you immensely. So now we have the blue car quickly swerve left. So all the words that are dealing with the subject, go here, and all the words that deal with the verb, go here, and here's what we get.

We have the car, the blue car, because these are modifying the subject cost swerved quickly swerved left. And so here's the verb. Well, how did they swerve? They swerved quickly, not only do they swerve quickly, they swerved left. And so this is your look and feel of the most basic sentence. I had the basketball players practiced for two hours, players would go here, practice would go here.

And you had the basketball players practiced for two hours all under here, there'd be three stems. So those basic sentence, know when you have things that are more complicated diagramming, compound subjects and compound verbs compound meaning more than one, right so the blue car you just have that there isn't anything else other than the car, but here, you've got two people you're asking Asking yourself in the subject what or who is this sentence talking about? About whom is the sentence talking for those grammar police people out there I could be a grammar police do i do better knew could so let's not get frisky Hmm. So now we have Maria and Patsy. Well, that's a compound subject because it's not just Maria. You've got Maria and Patsy.

So here you have. Notice the position of the coordinating conjunction, unbroken line Maria and Patsy, this is your coordinating conjunction. It's coordinating. It's nicely connecting the two people in this case in the subject, Maria and Patsy, and then what's the verb are hiking? Here you have the subject on the left and the verb on the right. And you can have a compound subject, right because sometimes Remember, the whole idea is you You're getting more arm, you're getting more complicated in your writing, you're going to write more complex sentences.

So, what you're going to do is you're going to need a more complex diagram. So let's take a look at diagram number three. I'm sorry, the third page, I guess would be the better way to put it. And so let's slide this over here. So we have our undivided attention on this page. Here we have a compound verb.

So now let's get the writing tool going. This is what we had with our division of subject and verb, Roger, there's your subject, swims and dive. So now we have a compound verb. So you have a subject on the left, Roger. swims. And here's our conjunction again.

Swims and dives. He does both. So you split it in theory if a long sentences long enough, you're going to have more than two, you're going to be able to identify the subject and the verb which is key. And there will oftentimes be more than one of either or both. Look at the next one if the sentence has both compound subject and compound predicate diagram it this way, she and I dance and sing. And you have the same thing she and I, she, I are the subjects those are subject pronouns.

And here's your conjunction, and, and then splitting it just like before the predicate on the right, the verb on the right, but there's, she and I, we are doing two different things. We are dancing and singing and we have the same thing here on the side with the verb that's a V for verb. So now, just again, remember in being more complicated, being able to speak read Understand, right things that are more complicated. We've got the verb, compound verb, but the helping verb isn't repeated. So was reading was studying, this is your compound verb. And you've got things here that are not so difficult to understand once you see it for the first time.

All right, so now you have Sally subject Who is this sentence talking about? Sally was reading and studying. So you've got Sally as the subject she was reading and she was studying but in English, you don't have to say was twice. So now you have Sally was reading compound conjunction here again, was reading and studying and you have it here. split with the IMG section of the verb here. Alright, so notice the description and explanation that gives since was is the helping verb for both reading and studying.

It is placed on the horizontal line and the conjunction and joins the main verbs. That's what these are reading and studying. And you have them diagrammed nicely and you can see how the sentence is built. When the parts of a compound subject or compound predicate are joined by correlative conjunctions. diagram the sentence this way now that's fancy, right correlative conjunctions. Wow, that sounds complicated.

Well, not really. You have a sentence structure that you can probably recognize. Example, both Nancy and Beth will not only perform but also teach. So correlative conjunction, let's not get too crazy. Nancy and Beth we've seen that both Nancy and Beth right because both of Have them. And we're not using a pronoun because we're talking about them by name.

We could say both of them. And then we would simply have a single line. But this time we were having both Nancy and Beth and here's our subjects, Nancy and Beth will not only perform, but also teach, right. Nancy and Beth perform and teach. But we've decided to be a little bit more complicated. This is you now writing eventually in this way, you're going to use what's fancily called a correlative conjunction.

It's just a connector to bridge both Nancy and Beth are they going to do well, okay, they will not only perform, but also teach. And that's how it looks right. That's how this stuff looks, and makes it nice and easy to see. And now let's go to diagramming sentences page four, and we'll see you Little bit of what we've got over here. So now, we have other examples of sentences. So here come the astronauts, exclamation mark.

And this one is pretty basic. We have here come, this is the verb. And in this one astronauts is actually the part at the end. The astronauts is written at the end of the sentence, but it's the subject because even if you say, Here come the astronauts, well, what are you talking about? You're talking about the astronauts. And so come is the verb.

Here. COMM is the part that is with the verb on the right always, even though here it's on the left of the sentence. The astronauts, you have an article, def, definite article here. There goes the shuttle, where will they land, all of these things are bracketed the same way. shuttle, there goes the shuttle. That's what we're talking about.

We're talking About the shuttle, and goes is the verb There goes the shuttle, even though again, we have these sentences here with the subject on the far right. The subject is always written in your diagram on the left, where will they land? Well what's being or who's being talked about they? Now we don't know who they are. This is gonna be a sentence that would be written later on in a book or an article, but we have they as the subject will land as the verb and then we're connected to that a little bit more before we get to some exercises, diagramming there, when it is not a modifier. So here we have there goes the shuttle, but in this case we have there when there begins a sentence but does not modify either the verb or the subject, it's diagramming a line by itself.

It's called an expletive if you need to know the actual name for that kind of hanging out in nowhere. Word And that's what the beauty of these old books are, you really see the degree with which they taught back in those days, right? These books are from the mid 1980s, where I pull this from. And this was what was done in English class with regularity. And students, whether they liked it or not, were able to not only know how to write well and clearly but also know the names and labels for the things that they were writing. It's pretty intense.

And I'm gonna let you know without putting too fine a point on it. If you're able to write and or speak in such a complicated way you could look you're gonna, you're gonna be more successful. I don't know how else to put it, you've got a whole bunch of attributes. Being literate and clear. And being able to write is one of the attributes that's going to set you apart, especially today, as people are not as you know, let's just put it the way it is. They're not as skilled as they used to be with English.

So there are seven astronauts there doesn't modify anything. So it's put up here as an expletive, just separate. diagramming a modifier of a modifier. Now, here's where you get some interesting things just because you are going to get more complex and complicated. Here's how you make it. Look, this is for the this is all for visual learners and those of you who aren't visual, it will still help you understand a sentence.

They performed exceptionally well, who's being talked about they Okay, subject got it. They performed for, well, we're being more complicated. They perform how they performed well, they performed well period would be a perfectly good sentence. They performed well. And there we have well, right here, but they didn't perform well. They performed exceptionally well.

So you have this word exceptionally actually modifying and giving us more Information about this adverb here, they perform exceptionally well. Boom, nice, complete, every word accounted for more clear. Let's go to page five. So here's our worksheet. This is for you guys as well. So now, and I'm gonna, of course have all of these available as supplies, what's the word they use resources.

I'm gonna have these resources available to you and you can print them out and you can write on them. I'm going to show you how these things look. So the one after this, right, I don't know what you can see, but I have diagramming six examples. jpg, and that one has the stuff written out on it. So this is material to practice on your own. Um, I'm going to show you how they look.

I'm gonna walk through a few of these And I'll write as best as I can here on the trackpad. But there's another sheet where I actually have it filled out the top five, and then hints to do 6789 and 10. And you can do the diagrams yourself. So just take a look at the diagrams at first, you see some of the simple sentence simplistic ones here at the beginning, and then they get more complicated. There's our expletive here, where we had there that's not modifying anything. So you can see how the pattern is pretty basically, early on.

So this is how they did the old days diagramming sentences diagram the following sentences diagrams of the first five are provided for you to copy and fill in that it would be like saying, here's the free throw line and here's a ball. Stand at the free throw line and get the ball in the hoop and don't get off the free throw line until you make 15 in a row. That's what I've been talking to you about for these past few months, you are not going to shoot 15 free throws in a game, you'll probably shoot eight, maybe two. If you're an outside shooter, you're you may not shoot any. So the idea is you do things that are slower, more difficult, harder and more boring. Now, and then it will be it'll be a nice trade off later.

When you're able to do exams and read and speak in a way that surprises people. And you can then be a positive influence. So clouds move very swiftly. What is the sentence talking about talking about clouds. Oops, let me get to my drawing tools. Sorry about that.

So we have clouds, and we have here clouds move very swiftly. This is my subject. So it's going to go here. Alright clouds with written here and you'll see I have this written out for you. What are they doing? They're gonna move, right clouds move.

Alright, there's an M right there. very sloppy. Clouds move swiftly, subject clouds, verb move, swiftly adverb, and so swiftly would be here. But they're not just moving swiftly. They're moving very swiftly. And you're now seeing how every sentence, we're in incorrect English.

As I said before, if a sentence is written correctly, it's got a subject, a verb and a complete thought. And if you can see that, in your mind, you can read every sentence, however complicated. You're going to start with the basics and work your way out. A Hawk swooped down. What's it talking about? Talking about a hawk.

That's gonna go here, right? a hawk. There's my badly written Ah, you'll see He's written more clearly in a second. What's it doing? a hawk swooped. So here's your verb swooped.

A Hawk, a goes here, swooped, how swooped were swooped, in what direction? What's our modifier of swooped swooped down, and then you can continue to see now it's moving. Things are moving faster and you are actually writing in a more complex manner. A rabbit moved suddenly and hopped quickly away. What's the subject? What are we talking about?

We're talking about a rabbit, the rabbit so that goes here. All right, and that's the only thing we're talking about. But it does two things, doesn't it? rabbit moved. And it hopped. So it moved.

Oops. It moved. here and hot. Here. I'm gonna put a little H and we'll see these again in a second. How did it hop It hopped quickly away, here.

And here. It moved suddenly here. There was a sudden noise. This is our expletive there goes up here. What is this sentence talking about? Remember, not all of them have the subject in the front what's being talked about noise, a sudden noise.

And then your verb notice past tense was that goes here. And everything else goes on the left hand side because was is the verb and everything else deals with the subject, which is noise. That would go here. Never drive too fast. Now I'm saying to you never drive too fast. Remember, sometimes in English that's not stated.

So you would go here, so I would write you and you'll see this in just a minute. You certain terribly sorry about the trackpad info, the Again, a regular teacher budget production, teacher salary. You should never do what drive so drive is going to go here. But you should never drive too fast and look 123 they've got things you should never drive fast, you should never drive too fast, right? So here's fast. Here's two and here's never.

These here are the ones where you've got a task to do on your own. Let's go to the last one and I'll show you some of the examples. So now if you don't want to see any of these filled in right diagramming, six examples has the examples filled in and the assistance for six through 10. So stop here if you want to do all of them on your own, without any help, the first time And then come back. What I'm going to do now is quickly show you what I've got for all of these here. And you see how they're filled in and you have your diagrams completed.

Here are the diagrams, all clearly done, and taken in and filled in. And you have here subject and verb on both sides. Here, I've given you a little bit of help with 6789. Just to start, where the first thing you do is find the subject and the verb. The choir practices daily, what's being talked about the choir subject that goes on the left, what's the prep choir doing what's the verb practices that's on the right, and then you're going to draw the diagrams with the stems as we saw before, the new Sopranos sing quite professionally. Okay, it's more complicated.

Well, what's being talked about Sopranos? The other words are modifying soprano Sopranos on the left. They sing, right, there's our verb, the sopranos sing. That's your basic sentence. So saying is going to go on the right, and you have the other words that modify the verb. So what you can do is fill out all the rest 6789 maybe you filled out the blanks on your own, and then you can email me the other ones you've done for a check, but I don't think you're gonna need to I mean, you can i or you could make up sentences on your own.

What I've done here is I've actually got a book up here that I have from one of my favorite authors, a guy named Murray rothbard. And it's an essay called justice and property rights. Now unless you're into this stuff, you're not Not going to read it. But even stuff like this until very, let me slow down even things like this. You can use your skill to carefully read something, do a close reading. And you can enter you can understand better.

Let's say that this was a struggle for you. And let's just go to the first sentence. Until very recently free market economists paid little attention to the entities actually being exchanged on the very market they have advocated so strongly. Well, just like before, economists is our subject. Boom. All of the other stuff here and to the left, and to the right, is now this would be a gigantic diagram, because economists were talking about paid attention.

In this case, paid attention is your verb. So here we have economists, free market economist paid attention. And all of the other stuff would be a huge Christmas tree diagram, picture a Christmas tree line on its side on both sides with all of the words that are used to modify it. And you'll have a complicated diagram. But if you can see the economists in this sentence as the subject, what did they do? Or what are they doing or what's their state of being paid attention to what to the entities actually being exchanged on the very market they have advocated so strongly?

So this is a complicated against justice. And property rights is an elegant libertarian essay. If you want to read it, knock yourself out. I think it's great, but I'm that kind of weirdo. But I mean, I don't know maybe we maybe I do this here. Maybe I do this real quick.

The gold bug Poe and this is going to be a longer video I thought because I didn't actually think I'd go 30 minutes. But hey, why not? Let's take a look at the gold bug. All right, here's post stories calm. And we've got let's see how to make this a little bit bigger. Okay.

The gold bug is what I'm talking about when it comes to reading something difficulty. It's a great story by the way. Many years ago, I contacted an intimacy with a Mr. William Legrand and that's your first sentence. I subject contacted verb. So here you have, I can change the color. Let's do that.

Let's do text color. White. Right subject. I contracted. Did I say contacted many years ago I contract And intimacy with a Mr. William Legrand I contracted. So now your task is to figure out in what way is contracted used in the sentence if intimacy isn't clear, you can now look at that.

So now what you can do is specifically go through words, and specifically go through sentences and then specifically go through stories and understand everything. And that may sound grand, but that's how you do it very quickly, and then I'll wrap this up. You've been very patient. He was an ancient Huguenot family and had once been wealthy, semi colon, but a series of misfortunes had reduced him to want so he subject was verb and all of this other stuff right. Here's the subject he were talking about. William Legrand right.

Was past tense. He was what have an ancient human family comma, here's a new idea and had once been wealthy. So now Poe has to put a semi colon here, because he's going to have an independent clause. But a series of misfortunes, this could be its own sentence, a series of misfortunes had reduced him to want meaning to poverty. So now we have one of the great writers in American history, and you're able to identify subject and verb. And then you can see now how sentences are built.

And you can get an amazing score on the AC T and the SH T, and you can be super smart. And then the dollars will come rolling in. He'll be just capable, competent, confident. And I think it will help you out a lot. So go through this lesson as many times as you want. I know it's a long video.

I don't normally do them this long. And let me know how it goes. Thank you again. You've been a great class. I will Really appreciate the time. I know it's not always enjoyable.

But these are the things that you have to do if you want to get to an elite level. Take care, and I'll talk to you next time.