When I was kid we diagrammed sentences in every English class -and I loved it! I even did it during "free time" when I wasn't reading about the short lives of virgin martyrs. (Hey, we didn't have a large selection of books to choose from during "free time".)
There was something about knowing where each and every word of a sentence belonged. I now look back at this as my first attempt at desconstructionism :-) I learned much about the parts of speech but not so much about stringing the sentences into thoughts and seeing the whole picture.
I carried this love of diagramming over into my life. I came up with "life diagramming" - the process of controlling all things at all times. I believed if I could place everyone and everything in the proper place and keep them there, I would have a great life. Of course, this was like trying to put clothing on Jello - and it had disastrous consequences, particularly for my family. Being a strong
8 on the Enneagram, I love to be in control and this is still a daily challenge for me. And again, I wasn't looking at the whole - just the pieces.
Years later I began attending a bible study in which we did something similar to diagramming. It was called inductive study and I loved it! It was a process of taking the scriptures apart, parsing the words, digging for the truth, marking the verbs, and coming up with what God was telling us. My favorite part was the
colored pencils. In the photo below you can see from my bible how much I enjoyed this. But the parts never came together for me - I wasn't able to piece the stories together. And so I moved on.
And I'm telling you all this because this poem from today's
Writer's Almanac with Garrison Keillor brought back these memories. I like the humor, the action, and the messiness of the parts of speech in this writing. And maybe the parts do need some control but from where I look at life at this moment, I'm not that interested in the bits and pieces - I want to focus on the whole.
"The adjectives all ganged up on the nouns,
insistent, loud, demanding, inexact,
their Latinate constructions flashing. The pronouns
lost their referents: They were dangling, lacked
the stamina to follow the prepositions' lead
in, on, into, to, toward, for, or from.
They were beset by passive voices and dead
metaphors, conjunctions shouting But! or And!
The active verbs were all routinely modified
by adverbs, that endlessly and colorlessly ran
into trouble with the participles sitting
on the margins knitting their brows like gerunds
(dangling was their problem, too). The author
was nowhere to be seen; was off somewhere."
"The Student Theme" by Ronald Wallace, from The Uses of Adversity.
© The University of Pittsburgh Press, 1998. Reprinted with permission