,,high ,,s*ool ,,s]ies #a4 ,,! ,,high ,,s*ool ,,c\rse ,,9 ,,engli%1 by ,will>d ,g4 ,bley]1 ,ph4 ,d41 ,assi/ant ,pr(essor ( ,engli%4 #aijf4 #aijg4 #b4 ,,! ,,high ,,s*ool ,,c\rse ,,9 ,,g]man1 by ,m4 ,blakemore ,evans1 ,ph4 ,d41 ,assi/ant ,pr(essor ( ,g]man4 #aijg4 #c4 ,,report ,,on ,,! ,,entrance ,,exam9ation ,,9 ,,engli% ,,composition1 by ,will>d ,g4 ,bley]1 ,ph4 ,d41 ,assi/ant ,pr(essor ( ,engli%4 ,9 ,prep>ation4 #d4 ,,! ,,high ,,s*ool ,,c\rse ,,9 ,,ma!matics1 by ,erne/ ,b4 ,sk9n]1 ,ph4 ,d41 ,assi/ant ,pr(essor ( ,ma!matics4 ,9 ,prep>ation4 #e4 ,,! ,,high ,,s*ool ,,c\rse ,,9 ,,lat91 by a committee ( ! ,wiscons9 ,lat9 ,tea*]s ,association4 ,9 ,prep>ation4 #f4 ,,! ,,high ,,s*ool ,,c\rse ,,9 ,,fr5*1 by ,hugh ,a4 ,smi?1 ,m4 ,a41 ,pr(essor ( ,romance ,languages4 ,9 ,prep>ation4 ,issu$ bi-mon?ly1 & ent]$ at ! po/(fice1 at ,madison1 z second-class matt]4 ,,! ,,high ,,s*ool ,,c\rse ,,9 ,,engli% ,,by ,,will>d ,g4 ,,bley]1 ,ph4 ,d4 ,assi/ant ,pr(essor ( ,engli% ,univ]sity ( ,wiscons9 ,,revis$ ,,edition ,,univ]sity ,,( ,,wiscons9 ,,madison #aijg ,,cont5ts ,page ,,introduction #e ,i4 ,,purpose ,,( ,,! ,,c\rse #g ,,ii4 ,,organization ,,( ,,engli% ,,"w #i #a4 ,l5g? ( ,c\rse #i #b4 ,plan ( ,c\rse #aj #c4 ,arrangem5t ( ,classes #aa #d4 ,conf]5ces ( ,tea*]s #ab ,,iii4 ,,composition #ac #a4 ,!me ,writ+ #ac #b4 ,correction ( ,!mes #ag #c4 ,fil+ ( ,!mes #ai #d4 ,conf]5ces on ,writt5 ,"w #bj #e4 ,oral ,composition #bj #f4 ,pr9ciples ( ,composition #ba #g4 ,use ( ,text-book #bb ,,iv4 ,,read+ #bc #a4 ,me?ods ( ,tea*+ #bc #b4 ,read+ ,al\d #bg #c4 ,*oice ( ,read+ #bh #d4 ,libr>y ,read+ #bi ,v4 ,,fir/ ,,ye> ,,engli% #cj #a4 ,composition #ca #b4 ,gramm> #cb #c4 ,rhetorical ,pr9ciples #cc #d4 ,!me writ+ #cd #e4 ,read+ #ce ,,vi4 ,,second ,,ye> ,,engli% #cg #a4 ,composition #cg #b4 ,read+ #ci ,,vii4 ,,?ird ,,ye> ,,engli% #dj #a4 ,read+ & ,hi/ory ( ,lit]ature #dj #b4 ,composition #da ,,viii4 ,,f\r? ,,ye> ,,engli% #db #a4 ,read+ #db #b4 ,! ,novel #db #c4 ,! ,drama #dc #d4 ,! ,lyric #dc #e4 ,! ,essay #dd #f4 ,libr>y ,read+ #dd #g4 ,composition #de #h4 ,writ+ ( ,v]se #df ,,ix4 ,,outl9e ,,( ,,high ,,s*ool ,,c\rse ,,9 ,,engli% #dg ,x4 ,,li/ ,,( ,,read+s ,,= ,,f\r ,,ye>s #ej ,,xi4 ,,outl9e ,,= ,,! ,,/udy ,,( ,,composition ,,& ,,/yle #ec #a4 ,:ole ,composition #ec #b4 ,p>agraphs #ee #c4 ,s5t5ces #eg #d4 ,words #fj #e4 ,figures ( ,spee* #fj #f4 ,qualities ( ,/yle #fb #g4 ,=ms ( ,disc\rse #fb ,,xii4 ,,bibliography #fe #a4 ,! ,tea*+ ( ,engli% #fe #b4 ,lit]ature #ff #c4 ,language & ,gramm> #fh #d4 ,rhetoric & ,composition #fh ,,introduction ,?is bullet9 has be5 prep>$ ) ! purpose ( (f]+ "s practical sugge/ions 9 reg>d to ! organization ( ! high s*ool c\rse 9 ,engli% & to ! me?ods ( tea*+ ,engli%4 ,z x is design$ = ! pr9cipals & tea*]s ( ,wiscons9 s*ools1 ! plan & me?ods con=m to ! c\rses ( /udy & conditions requir$ ( free high s*ools 9 ?is /ate4 ,! aim has n be5 to discuss !ories or to (f] novel solutions = ! problems ( tea*+1 b r to pres5t ways & means ( accompli%+ ! g5]ally accept$ purposes ( ! /udy ( ,engli% 9 second>y s*ools4 ,all ! me?ods & plans sugge/$ h be5 %[n by exp]i5ce to be practical1 & are adapt$ to pres5t conditions 9 bo? l>ge & small high s*ools4 ,:ile ! plan ( ! "w has be5 made z flexible z possible 9 ord] to adapt x to diff]5t s*ools1 x has seem$ desirable to indicate def9itely h[ all ( ! details ( ! c\rse %\ld be organiz$ & :at me?ods %\ld be us$ to br+ ab\t ! requir$ results4 ,! object has be5 to consid] ! purpose ( ea* "p ( ! ,engli% "w1 & to %[ z specifically z possible :at mu/ be done & to "s ext5t h[ x mu/ be done to accompli% ?is purpose4 ,by hav+ a def9ite aim = ea* ye>'s "w & by see+ cle>ly :at is to be accompli%$ 9 ea* "p ( ! subject1 ! tea*] ( ,engli% feels responsible = ! successful completion ( a specific "p ( ! c\rse4 ,at ! same "t ! orig9ality & ability ( ! tea*] ne$ n be hamp]$ by a def9ite plan b may be ex]cis$ 9 adapt+ ! "w to diff]5t conditions 9 diff]5t s*ools & classes4 ,9 discuss+ ! c\rse 9 ,engli%1 ! g5]al aim & me?ods 9 tea*+ ! important elem5ts1 composition & read+1 are tak5 up fir/1 & !n ! p>ticul> phases ( ea* subject to be pres5t$ 9 ea* ye>1 are consid]$4 ,:at is pres5t$ "u ! g5]al topics1 read+ & composition1 !re=e1 applies to ! "w ( ea* ye> unless o!rwise /at$1 & usually is n repeat$ 9 consid]+ ea* ye> ( ! c\rse4 ,a second edition ( ?is bullet9 has made possible "s revision4 ,no ess5tial *anges h be5 made1 b consid]able new mat]ial has be5 add$4 ,"s p>ts h be5 develop$ at great] l5g? 9 ord] to expla9 ! me?ods m fully4 ,! mo/ important addition is ! outl9e = ! /udy ( composition & /yle1 :i* has be5 includ$ = ^? tea*]s :o desire to review ! v>i\s phases ( rhetorical !ory 9 prep>ation = tea*+ composition or read+4 ,! bibliography has be5 ext5d$ to include a numb] ( /&>d ref]5ce books on v>i\s phases ( ! ,engli% "w4 ,! books h be5 select$ on ! basis ( _! practical value to ! tea*] 9 ! "w actually requir$ 9 ! high s*ool c\rse 9 ,engli%1 & ( ! possibility ( assi/+ ! tea*] to build up = himself1 at reasonable co/1 a good work+ libr>y4 ,9 ord] to accompli% ! latt] purpose ! less exp5sive ref]5ce books h1 z f> z possible1 be5 *os51 & ! price & ! publi%] ( ea* h be5 giv54 ,i ,,purpose ,,( ,,! ,,c\rse ,! ma9 objects ( ! tea*+ ( ,engli% z pres5t$ 9 ! ,report ( ! ,committee ( ,t5#a1 are 7#a7 8to enable ! pupil to und]/& ! express$ ?\ghts ( o!rs20 7#b7 to enable him 8to give expression to ?\ghts ( 8 own20 7#c7 8to cultivate a ta/e = read+1 to give ! pupil "s acqua9tance ) good lit]ature1 & to furni% him ! means ( ext5d+ t acqua9tance40 ,o!r subsidi>y objects may be accompli%$ by ! /udy ( ,engli%1 ! ,report po9ts out1 b ^! %\ld nev] be p]mitt$ to encroa* ^u ! ma9 purposes4 ,:ile ^! purposes are consid]$ sep>ately1 & are app>5tly sep>at$ 9 arrang+ ! c\rse ( /udy1 ! ,report cont9ues1 _! mutual dep5d5ce mu/ con/antly be kept 9 m9d4 ,by /udy+ ! ?\ghts ( o!rs z express$ 9 ! lit]ature read 9 or out ( ! class room1 ! pupil c be l$ to see h[ to express 8 own ?\ghts m effectively4 ,all read+ ( good lit]ature %\ld t5d to cultivate a ta/e = read+1 & all /udy ( good lit]ature %\ld lead to a bett] appreciation ( :at is be/ 9 expression4 ,! survey ( ! hi/ory ( ,engli% & ,am]ican lit]ature accompani$ by ! read+ & /udy ( *>act]i/ic selections ( e p]iod1 w op5 up to ! pupil ! :ole field ( lit]ature 9 ,engli% & w furni% him ! means ( judg+ intellig5tly ( :at he reads4 ,?is int]dep5d5ce ( ! ma9 purposes ( ! /udy ( ,engli% requires ! close/ correlation ( e phase ( ! ,engli% "w4 ,footnote #a3 ,report ( ,committee on ,second>y ,s*ool ,/udies1 p4 #hf4 ,s9ce ! ,engli% "w is divid$ into two pr9cipal p>ts1 read+ & composition1 x may be well to consid] briefly ! purpose ( ea* 9 relation to ! ma9 objects j consid]$4 ,! fir/ object ( ! "w 9 read+ mu/ always be to h ! pupil und]/& ! ?\ght express$ on ! pr9t$ page4 ,h[ev] ?or\gh has be5 8 tra9+ 9 ! grades1 ! av]age pupil on ent]+ high s*ool ne$s to be taught h[ to read4 ,g5]ally he gets b a hazy1 g5]al idea f read+ a p>agraph1 ei!r because he fails to grasp ! mean+ ( ea* s5t5ce1 or because he does n comb9e ! s5t5ce-?\ghts 9 _! relation to ! topic4 ,! aim ( ! read+ mu/ be to enable ! pupil to und]/& ea* idea z x is pres5t$1 to comb9e ^! ideas to get ! ?\ght ( ! s5t5ce1 & to foll[ ! *a9 ( ?\ght f s5t5ce to s5t5ce until he grasps ! mean+ ( ! p>agraph1 essay1 /ory1 or poem1 z a :ole4 ,z rapidly z ! maturity ( ! pupil p]mits1 o!r elem5ts t aid 9 ! bett] und]/&+ ( a piece ( lit]ature may be consid]$ 9 connection ) ! read+4 ,! /udy ( ! /ructure1 ! =m1 ! au?or's purpose1 8 /yle1 ! revelation ( ! au?or's p]sonality1 ! relation ( ! piece ( lit]ature to ! age 9 :i* x 0 writt51 & a comp>ison ) o!r pieces ( ! same type1 all give a cle>] und]/&+ ( lit]ature4 ,! o!r purpose ( ! read+ is to /imulate ! pupils' int]e/ 9 good lit]ature1 & to lead !m to read :at is wor? :ile1 on _! own initiative4 ,if int]e/ is ar\s$ by ! read+ & /udy 9 class1 ( "o "w ( an au?or1 x is easy to create a desire to read o!r works by ! same au?or1 outside ( ! class room4 ,by sugge/ions & advice ! tea*] c d mu* t[>d direct+ ! pupils 9 _! outside read+4 ,to lead pupils to read1 und]/&1 & appreciate ! be/ ( ,engli% lit]ature is c]ta9ly an aim t is wor? /riv+ to accompli%4 ,to enable ! pupil to give cle> & effective expression to 8 own ?\ghts1 is ! end & aim ( ! o!r important "p ( ! ,engli% "w--composition4 ,t composition is ! expression ( 8 own ?\ghts is ! fir/ pr9ciple t mu/ con/antly be impress$ ^u ! pupils' m9ds4 ,! misconception t ! only ideas wor? express+ 9 writ+ !mes are ^? d]iv$ f books1 mu/ be correct$ at once4 ,:ile reproductions & p>aphrases ( ! express$ ?\ghts ( o!rs may sometimes be us$ z ex]cises1 ! fact mu/ be made cle> to ! pupils t ^! are n orig9al compositions1 9 z mu* z !y are n ! expression ( _! own ideas4 ,! relation ( cle> ?9k+ to cle> expression is ano!r factor to be consid]$ 9 tea*+ composition4 ,mu* ( ! in/ruction 9 !me writ+ is really conc]n$ ) tra9+ ! pupils to ?9k logically & to arrange _! ?\ghts 9 an ord]ly mann]4 ,pupils mu/ be taught t z !y c give cle> expression only to ^? ?\ghts t are cle> 9 _! own m9ds1 ! fir/ process 9 !me writ+ is ! cl>ify+ & arrang+ ( _! ideas4 ,! m5tal tra9+ giv5 by su* sy/ematic prep>ation = !me writ+ z ! mak+ ( outl9es or o!r devices = gr\p+ ?\ghts 9 a logical plan1 is invaluable1 s9ce1 unlike t giv5 by o!r /udies1 x is conc]n$ l>gely ) ! pupil's own ?\ghts r ?an ) ^? acquir$ f books4 ,! ?ird important elem5t 9 composition is ! /yle or =m ( expression4 ,! fir/ aim ( tea*+ composition1 :e!r writt5 or oral1 mu/ be to give ! pupils suffici5t comm& ( simple1 idiomatic ,engli% = ! ne$s ( ev]yday life4 ,if ! av]age pupil c be taught to express 8 ideas 9 cle>1 correct ,engli%1 mu* w h be5 accompli%$ by ! f\r ye>s' tra9+4 ,^? pupils :o %[ natural ability 9 expression c be enc\rag$ to develop _! tal5t = writ+ or speak+ 9 connection ) class "w or ) ! v>i\s outside activities ( ! s*ool1 & may be giv5 consid]able assi/ance 9 _! ef=ts by ! tea*] ( ,engli%4 ,x is mu* m important1 h[ev]1 to enable ! majority ( high s*ool pupils to express !mselves simply1 naturally1 & correctly1 ?an to attempt to develop lit]>y /yle :]e !re is little natural ability4 ,,ii ,,organization ,,( ,,engli% ,,"w #a4 ,l5g? ( ,c\rse ,all high s*ools provide f\r ye>s ( in/ruction 9 ,engli%1 & mo/ ( ! s*ools devote five p]iods a week to ! subject 9 ea* ye>4 ,! c\rse ( /udy outl9$ 9 ?is bullet91 !re=e1 is arrang$ on ! basis ( five p]iods a week = f\r ye>s4 ,! successful completion ( at lea/ two ye>s' "w 9 ,engli%1 "o-half ( :i* %all be devot$ to composition & rhetoric1 & "o-half to ! /udy ( ,engli% classics1 is requir$ ( all /ud5ts = graduation f ,wiscons9 high s*ools1 & = entrance to ! ,univ]sity ( ,wiscons94 ,! fir/ two ye>s ( ,engli% are always requir$ ( all high s*ool pupils :e!r !y pursue an elective or a prescrib$ c\rse ( /udy4 ,9 "s high s*ools f\r ye>s' /udy ( ,engli% is requir$ ( all pupils1 & 9 mo/ ( ! ,wiscons9 high s*ools ! curriculum provides = ?ree ye>s ( ,engli% 9 all c\rses4 ,:5 ! c\rse ( /udy is p>tly elective1 pupils are usually advis$ to cont9ue ) a ?ird & (t5 a f\r? ye> ( ,engli% aft] complet+ ! two ye>s ( requir$ "w4 ,?us practically all high s*ool pupils pursue ! c\rse 9 ,engli% = at lea/ ?ree ye>s4 ,:e!r pupils :o /udy ,engli% = ?ree ye>s take up ! "w 9 ! ?ird or ! f\r? ye> ( _! c\rse1 is g5]ally det]m9$ by ! arrangem5t ( ! o!r subjects 9 ! curriculum4 ,:5 a *oice may be made by ei!r ?ird or f\r? ye> pupils betwe5 ?ird & f\r? ye> ,engli%1 ! pr9cipal & tea*] ( ,engli% c (t5 decide = ! pupil1 bas+ _! decision 9 ea* case ^u :at !y "k ( ! pupil & 8 plans4 ,= "s pupils ! survey ( ,engli% & ,am]ican lit]ature 9 ! ?ird ye> w be mo/ valuable s9ce x furni%es !m ! means ( ext5d+ _! acqua9tance ) lit]ature by indep5d5t read+4 ,o!r pupils w d\btless d]ive m b5efit f ! int5sive /udy ( a few classics outl9$ = ! f\r? ye>4 #b4 ,plan ( ,c\rse ,! arrangem5t ( ! sev]al phases ( ! ,engli% "w 9 ! c\rse1 & ! am\nt ( "t t is to be devot$ to ea* is z foll[s#b3 ,footnote #b3 ,= a complete outl9e ( ! c\rse see p4 #dg4 ,fir/ ye>--#e p]iods a week2 "o-half ( ! "t to be giv5 to composition1 & "o-half to ! read+ & /udy ( lit]ature4 ,second ye>--#e p]iods a week2 "o-half ( ! "t to be giv5 to composition1 & "o-half to ! read+ & /udy ( lit]ature4 ,?ird ye>--#e p]iods a week2 f "o-t5? to "o-fif? ( ! "t to be giv5 to ! hi/ory ( ,engli% lit]ature dur+ ! fir/ ?ree-qu>t]s ( ! ye> & to ! hi/ory ( ,am]ican lit]ature dur+ ! la/ qu>t] ( ! ye>2 f\r-fif?s ( ! "t to be devot$ to ! /udy ( ! works ( repres5tative au?ors 9 ea* p]iod ( ! hi/ory ( ,engli% & ,am]ican lit]ature2 & f "o-t5? to "o-fif? ( ! "t to be giv5 to composition4 ,f\r? ye>--#e p]iods a week2 f\r-fif?s ( ! "t to be devot$ to ! /udy ( typical examples ( ea* ( ! foll[+ =ms ( lit]ature3 ! novel1 ! drama1 ! lyric1 & ! essay2 "o-fif? ( ! "t to be giv5 to composition4 ,! read+ & /udy ( lit]ature 9 class 9 ea* ye> is to be supplem5t$ by libr>y read+ ( lit]ature1 ! am\nt ( :i* w be det]m9$ by libr>y facilities & o!r local conditions4 #c4 ,arrangem5t ( ,classes ,if ! ,engli% "w is be+ taught by sev]al tea*]s1 ! di/ribution ( classes among ! tea*]s des]ves c>eful consid]ation4 ,no ,engli% "w %\ld be entru/$ to a tea*] :o is n int]e/$ 9 ! subject & :o is n adequately prep>$ to tea* x4 ,x is p>ticul>ly important t ! fir/ ye> classes %\ld be 9 *>ge ( ! be/ tea*]s ( ,engli% t ! s*ool has 9 its corps4 ,! n infrequ5t practice ( hav+ ! ?or\ghly prep>$ & exp]i5c$ tea*]s take *>ge ( ?ird & f\r? ye> ,engli%1 & ( assign+ ! fir/ ye> classes to ! "y & inexp]i5c$ ,engli% tea*]1 or ev5 to tea*]s ( o!r subjects :o h little or no int]e/ 9 ! "w & :o are compell$ to take classes 9 fir/ ye> ,engli% because _! "t is n completely occupi$ by _! own subjects1 g5]ally proves extremely unsatisfactory4 ,if ! pupils 9 ! high s*ools are to h ! "r attitude t[>d ! /udy ( ,engli%1 & are to beg9 ! subject 9 ! "r way1 ! be/ tea*]s mu/ be provid$ = ! fir/ ye> "w1 s9ce mu* ( ! success ( ! :ole high s*ool c\rse 9 ,engli% dep5ds ^u ! mann] 9 :i* ! introductory "w is taught4 ,! numb] ( classes 9 ,engli% to be assign$ to ! tea*] & ! size ( ^! classes mu/ also be consid]$4 ,! tea*+ ( ,engli% requires an unusual am\nt ( "w outside ( class4 ,fir/1 ! prep>ation = ea* day's tea*+ :e!r ! "w is 9 composition or read+ dem&s mu* "t & en]gy if x is to be done z x %\ld be4 ,second1 ! correction ( !mes is a daily task t mu/ be done c>efully & accurately & t requires ! be/ ef=t ( ! tea*] :5 8 m9d is mo/ ke5 & active4 ,?ird1 p]sonal conf]5ces ) ea* pupil on 8 writt5 "w are n[ g5]ally conc$$ to be ess5tial = successful tra9+ 9 writ+4 ,all ^! elem5ts mu/ be consid]$ 9 arrang+ ! programme ( classes = tea*]s ( ,engli%4 ,tea*]s _c d satisfactory "w if !y mu/ prep>e = five or six classes a day1 tea* ^! classes1 correct tw5ty-five or ?irty !mes daily1 & hold conf]5ces ) pupils be=e & aft] s*ool4 ,! tea*+ ( _m classes exhau/s ! en]gy ( ! tea*] & makes accurate correction aft] s*ool or 9 ! ev5+1 z well z ! c>eful prep>ation = ! next day's classes1 extremely difficult if n impossible4 ,conf]5ces on writt5 "w %\ld be provid$ = 9 ! regul> programme & %\ld n int]f]e ) ! tea*]'s o!r duties be=e & aft] s*ool4 ,f\r classes a day1 two p]iods daily = conf]5ce ) pupils1 & n m ?an a hundr$ pupils 9 all classes1 a numb] :i* requires ! correction ( "o hundr$ !mes a week1 is an arrangem5t ( "w t makes possible effective tea*+4 #d4 ,conf]5ce ( ,tea*]s ,to give unity to ! f\r ye>s' "w 9 ,engli%1 x is ess5tial t all ! tea*]s ( ,engli% 9 ea* high s*ool meet at frequ5t int]vals to discuss organization1 me?ods1 & progress ( ! "w4 ,ea* tea*] w ?us famili>ize himself ) ! ,engli% "w ( ! :ole s*ool1 & c d 8 p>ticul> "p ( x m intellig5tly & m effectively4 ,z ! success ( high s*ool ,engli% also dep5ds 9 no small degree ^u ! "* ( ! in/ruction :i* ! pupils h receiv$ 9 ! grades1 & p>ticul>ly 9 ! sev5? & eigh? grades1 x w be f\nd v pr(itable to h simil> conf]5ces occasionally betwe5 ! sev5? & eigh? grade tea*]s & ! high s*ool tea*]s ( ,engli%4 ,a clos] relation ought to exi/ betwe5 ! ,engli% "w ( ! la/ two grades & ! high s*ool1 & !re seems to be no bett] way to accompli% ?is ?an to br+ ab\t coop]ation betwe5 ! tea*]s ?r\gh ! m$ium ( ^! conf]5ces4 ,! b5efit to ! tea*]s & ! great advantage t results to ! ,engli% "w ( ! s*ool repay _m fold ! "t & ef=t devot$ to ^! conf]5ces4 ,if local conditions make ^! meet+s ( grade & high s*ool tea*]s impracticable1 ! high s*ool tea*] ( ,engli% %\ld make e ef=t to famili>ize himself ) ! am\nt & "* ( ! tra9+ :i* ! pupils h _h be=e ent]+ ! high s*ool1 by visit+ ! s*ools & conf]r+ ) ! tea*]s 9 ! sev5? & eigh? grades4 ,! k ?us acquir$ ( ! e>li] tra9+ ( ! pupils w be ( great s]vice to ! high s*ool tea*] 9 plann+ 8 "w bo? 9 read+ & composition4 ,,iii ,,composition ,! ability to write cle>ly & accurately c g5]ally be acquir$ only by practice4 ,if ?is practice is to be really effective x c n be conf9$ to "o seme/] or "o ye>1 b mu/ ext5d ?r\gh ! :ole c\rse 9 ,engli%4 ,tra9+ 9 composition naturally includes a /udy ( ! pr9ciples ( ! art2 & s9ce ^! pr9ciples are ( diff]5t degrees ( difficulty1 all c n be pres5t$ 9 "o ye>1 b mu/ be develop$ f ye> to ye> z ! ability & maturity ( ! pupil makes possible ! compreh5sion & application ( !m4 ,practice 9 writ+ & in/ruction 9 ! pr9ciples ( composition1 !re=e1 mu/ =m a "p ( all in/ruction 9 ,engli% ?r\gh\t ! f\r ye>s4 #a4 ,!me ,writ+ ,s9ce x is only by con/ant practice t ! av]age pupil c le>n to write good ,engli%1 x naturally foll[s t ! ess5tial "p ( ! composition "w is ! writ+ ( !mes4 ,! me?ods by :i* ! pupil is giv5 ?is practice are ( ! greate/ importance4 ,9 ! fir/ place1 z has already be5 indicat$1 x %\ld be made cle> to ! pupil :at orig9al composition is1 & :at x is n4 ,! belief1 all too preval5t among pupils1 t ideas = compositions are to be obta9$ l>gely if n entirely f books1 %\ld be promptly eradicat$ f _! m9ds4 ,!y mu/ be con/antly impress$ ) ! fact t ! expression ( _! own ideas is ! important factor 9 all orig9al composition4 ,! direction ( ! pupils to a "r *oice ( subject = _! compositions is ! fir/ important consid]ation4 ,! possibility ( writ+ int]e/+ !mes on ! ev]yday incid5ts 9 ! life ( ! pupils & ! s*ool mu/ be made cle> to !m at ! beg9n+ ( ! c\rse4 ,aft] ! pupils h once be5 made to see ! inexhau/ible supply ( mat]ial :i* _! own exp]i5ce af=ds1 !re w be no temptation to turn to books = inspiration4 ,?r\gh\t ! c\rse 9 composition x is necess>y = a tea*] ( ,engli% to h a l>ge supply ( good subjects = !mes4 ,to secure ^! subjects ! tea*] mu/ famili>ize himself ) local conditions1 p>ticul>ly z !y affect ! life & int]e/s ( 8 pupils4 ,x is an ess5tial "p ( ! tea*]'s prep>ation = tea*+ composition t he in=m himself fully ^u ! subjects ( local int]e/ ^u :i* he enc\rages ! pupils to write4 ,by 8 int]e/ 9 ! v>i\s activities ( ! pupils & by 8 sympa?y 9 _! ef=ts1 ! tea*] n only comes to "k :at subjects to sugge/ = composition1 b ga9s ! pupils' confid5ce1 & ar\ses 9 !m a desire to tell him ( ^! activities 9 _! writt5 "w4 ,) prop] enc\ragem5t & int]e/ on ! "p ( ! tea*]1 pupils w soon come to take pleasure 9 writ+ ( _! ev]yday exp]i5ces1 & ! !mes w become a s\rce ( great] pleasure & satisfaction to bo? tea*] & pupils4 ,x is frequ5tly desirable t ! same subject be assign$ to all pupils1 s t ! results may be comp>$ & pres5t$ to ! class z "p ( ! regul> in/ruction4 ,at o!r times x is necess>y to give ! class a numb] ( subjects f :i* ea* pupil may select ! "o t suits him be/2 & at /ill o!rs1 to sugge/ g5]al topics f :i* ! pupil may frame 8 own subject4 ,9 ann\nc+ & assign+ a subject = compositions ! tea*] c be ( mu* assi/ance to ! pupils by discuss+ ) ! class ! subject "u consid]ation4 ,^! discussions w /imulate int]e/ 9 ! subject1 & w ar\se a desire on ! "p ( ! pupils to write ^u x4 ,! tea*] c direct ! discussion s t ! pupils w be l$ to consid] ! be/ me?od ( treat+ ! subject & c ?us prev5t wa/e ( ef=t4 ,x is necess>y1 h[ev]1 to gu>d aga9/ giv+ ! pupil s _m sugge/ions t little orig9al ?\ght & obs]vation w be requir$ 9 writ+ ! !me4 ,t cle>1 logical ?9k+ is pr]equisite = cle> expression %\ld also be con/antly emphasiz$ 9 tea*+ composition4 ,pupils mu/ be made to realize1 z has already be5 said1 t unless ?\ghts are cle> 9 _! own m9ds1 !y _c expect to make ^! ?\ghts cle> to o!rs4 ,!y %\ld be taught1 !re=e1 to get be=e _! m9ds cle>ly :at !y desire to express be=e !y und]take to express x4 ,! fir/ /ep c be tak5 e>ly 9 ! c\rse :5 ! pupils are writ+ n>ratives1 by urg+ ^u !m ! necessity ( accuracy 9 obs]v+ :at happ5s & h[ x happ5s1 s9ce ! degree ( complet5ess ( ! remembrance ( ! ev5t dep5ds ^u ! "* ( ! impression4 ,9 description1 likewise1 c>eful obs]vation ( :at is to be portray$ mu/ be emphasiz$ z ! only means ( obta9+ a complete m5tal picture t c be describ$ to o!rs4 ,! me?ods ( exposition & argum5tation pres5t$ 9 ! ?ird & f\r? ye>s naturally involve a discussion ( ! me?ods ( reason+ & z mu* logic z ! pupils c compreh5d4 ,s closely relat$ are ?9k+ & ! expression ( ?\ght t1 z has be5 po9t$ out be=e1 mu* ( ! "w ( tea*+ pupils to express _! ?\ghts cle>ly & accurately is really conc]n$ ) tea*+ !m to ?9k cle>ly & logically4 ,9 all "w ( ?is k9d ! outl9e is ( great value4 ,an outl9e ( a p>agraph analyz$ 9 connection ) ! read+ w make cle> ! mann] ( arrang+ ! subtopics & details 9 an ord]ly =m4 ,a simil> outl9e ( ! subject ( a !me1 made 9 class by ! coop]ation ( tea*] & pupils1 w indicate ! me?od ( gr\p+ ! pupil's own ideas 9 a logical mann]4 ,aft] ! process has be5 illu/rat$ by su* class ex]cises1 ! pupils %\ld be requir$ to make outl9es ( _! !mes1 )\t assi/ance f ! tea*]4 ,:ile x is n necess>y to require t a complete outl9e be prep>$ by ! pupils = e !me t is assign$1 frequ5t ex]cises 9 outl9+ ! mat]ial ( ! !me be=e x is writt5 are desirable ?r\gh\t ! c\rse4 ,l all =mal devices1 ! outl9e1 if made me*anically1 may t5d to curb ! spontane\s expression ( ! pupils2 b rightly employ$ by ! tea*] & pupils1 x w readily become a valuable aid to cle> ?9k+ & expression4 ,f ! beg9n+ to ! end ( ! c\rse 9 ,engli%1 ! fact mu/ be impress$ ^u ! pupils' m9ds t ! only acceptable !mes are ^? t are ! result ( ?\ght & c>eful ef=t4 ,ha/ily & c>elessly prep>$ compositions & ^? h&$ 9 aft] ! appo9t$ "t1 %\ld n be accept$ by ! tea*]4 ,promptness1 neatness1 & e>ne/ ef=t are ess5tials = successful !me writ+ t pupils %\ld nev] be p]mitt$ to neglect4 ,:ile x may seem v exact+ to require t all !mes be writt5 9 black ink1 on pap] ( uni=m size1 & t !y be numb]$ or dat$ & indors$ 9 a prescrib$ =m1 exp]i5ce has %[n t ^! details 9 ! organization ( ! "w are important = economy ( "t & ef=t on ! "p ( tea*] & pupils4 ,al?\gh mo/ ( ! !mes w be prep>$ by ! pupils be=e com+ to ! class room1 x is desirable to h "s ( !m writt5 dur+ ! recitation p]iod 9 ord] to give ! pupils practice 9 ?9k+ & writ+ rapidly4 ,at ! beg9n+ ( ! c\rse ! subject may be assign$ at ! prec$+ recitation s t ! pupils may consid] x c>efully & come prep>$ to write4 ,aft] ! pupils h ga9$ "s flu5cy ( expression1 impromptu !mes w prove int]e/+ & valuable class room ex]cises4 ,consid]able importance %\ld be atta*$ to ^! impromptu !mes & ex]cises z te/s ( ! pupils' ability to write rapidly & accurately4 #b4 ,correction ( ,!mes ,( equal importance to ! writ+ ( !mes is ! prompt & c>eful correction ( !m by ! tea*]1 & ! revision or rewrit+ by ! pupil4 ,:ile d\btless ! pupil w ga9 "s facility 9 expression by writ+ frequ5tly1 he is n likely to le>n h[ to write cle>1 accurate1 =cible ,engli% unless 8 "w is c>efully correct$ & return$ to him promptly s t x may be revis$ or rewritt54 ,9 correct+ !mes ! purpose %\ld be to indicate to ! pupil ! errors & weaknesses ( 8 /yle1 9 ord] t he may correct ^! faults4 ,! tea*]1 !re=e1 %\ld n correct ! pupil's errors1 b %\ld use "s sign or abbreviation to indicate ! "* ( ! fault4 ,mu* if n all ( ! b5efit d]iv$ by ! pupil f ! tea*]'s correction is lo/ if he does n h ! opportunity to correct 8 own errors 9 revis+ or rewrit+ ! composition4 ,n only is ?is correction ( ! pupil's mi/akes by ! tea*] bad p$agogically1 b x takes a ne$less am\nt ( ! tea*]'s "t4 ,x is desirable to h a simple b complete sy/em ( signs & abbreviations indicat+ ! exact "* ( ! error4 ,9 ?is connection att5tion may be call$ to ! value ( hav+ ea* s*ool adopt "s sy/em ( correction signs & abbreviations1 s t ! same m>ks may be us$ n only by all ( ! tea*]s ( ,engli%1 b by ! tea*]s ( all o!r subjects 9 correct+ note-books1 topics1 exam9ation pap]s1 & all o!r writt5 ex]cises4 ,x is only by insi/+ t high s*ool pupils be z c>eful ( _! ,engli% 9 all writt5 "w z 9 compositions prep>$ = ,engli% classes t ! be/ results c be accompli%$4 ,! foll[+ sign & abbreviations us$ 9 ! ,engli% dep>tm5t ( ! ,univ]sity ( ,wiscons9 = ! correction ( !mes may s]ve to indicate ! "* & scope ( a sy/em ( correction m>ks3 amb ambigu\s4 ant antec$5t4 bal make elem5ts balance4 * coh]5ce4 c/ con/ruction4 c/4 p>allel con/ruction4 ,d see diction>y4 ,e poor ,engli%4 emp emphasis4 ,f4 ,w4 f9e writ+4 fig figure ( spee*4 gr gramm>4 ,h hackney$4 ,k awkw>d4 ,l loose4 ,,ms manuscript4 p punctuation4 pc comma fault4 p] make p]iodic4 rep repetition4 r$ r$undant4 ,s s5t5ce4 sp spell+ ,? !me4 tr transpose4 ,u unity4 ,v vague4 ,w weak4 ,w4 ,w4 wrong ^w4 p>agraph4 omit4 ind5tion4 x obvi\s error4 divide4 small lett]4 capital lett]4 unite4 ,besides indicat+ all ! errors 9 e !me1 ! tea*] %\ld write a concise comm5t on ea*1 po9t+ out ! faults & m]its ( ! !me4 ,he %\ld aim to make ^! comm5ts z /imulat+ & sugge/ive z possible = judici\s criticism mu/ be con/ructive1 enc\rag+ ! pupil 9 t :i* is praisewor?y 9 8 ef=ts1 z well z aid+ him to elim9ate t :i* is undesirable4 ,^! comm5ts to be mo/ helpful %\ld be bas$ on ! tea*]'s k ( ! pupil's p]sonality & ( ! "* ( 8 o!r !mes1 = ea* piece ( writt5 "w mu/ be reg>d$ z a /ep 9 ! individual pupil's progress t[>d ! m effective expression ( 8 ?\ghts4 ,! tea*] %\ld also rememb] t firm insi/5ce f ! beg9n+ to ! end ( ! c\rse on correctness 9 ! fundam5tals ( expression su* z gramm>1 spell+1 punctuation1 capitalization1 is q z necess>y z ! /imulat+ criticism t aims at develop+ m orig9al & spontane\s ?\ght & expression4 ,9 ord] t ! pupil may get ! greate/ b5efit f ! tea*]'s correction ( 8 !mes1 ^! %\ld be return$ = revision or rewrit+ z soon z possible4 ,if ! pupil does n receive 8 !me until a week or m aft] he has writt5 x1 ! corrections & ! revision & rewrit+ are mu* less int]e/+ & valuable ?an if x is return$ to him promptly4 ,x is also easi] = ! tea*] to correct !mes z soon z !y are receiv$ r ?an to all[ !m to accumulate until _! numb] makes ! correction ( !m an exhau/+ task4 ,9 addition to ! c>eful correction ( compositions by ! tea*]1 o!r me?ods may be us$ to call att5tion to ! m]its & faults ( ! pupils' !mes4 ,! tea*] may h ! pupils copy on ! blackbo>d ! !mes :i* !y h prep>$ be=e com+ to class1 & ! recitation p]iod may be devot$ to ! criticism ( ^! compositions by tea*] & pupils4 ,! pupils may occasionally be requir$ to correct ea* o!r's writt5 "w1 ei!r 9 or out ( ! class room4 ,a recitation p]iod c sometimes be us$ to advantage = ! rewrit+ by ! pupils ( !mes correct$ by ! tea*]1 :o by pass+ f "o pupil to ano!r dur+ ?is ex]cise c assi/ ea* 9 correct+ & improv+ 8 "w4 ,:ile ^! me?ods (t5 prove int]e/+ & valuable1 !y %\ld n be reg>d$ z an adequate sub/itute = ! prompt & accurate correction ( !mes by ! tea*]4 #c4 ,fil+ ( ,!mes ,aft] !mes h be5 ei!r rewritt5 or revis$ by pupils1 !y %\ld be return$ to ! tea*]1 :o mu/ glance ov] !m to be sure t ! pupils h made ! necess>y *anges4 ,if ! !mes are rewritt51 ! orig9al z well z ! rewritt5 =m %\ld be return$ to ! tea*] = ! purpose ( ?is comp>ison4 ,x is also desirable to h "s me?od ( fil+ !mes aft] !y h be5 return$ to ! tea*]4 ,a simple me?od ( keep+ !m is to use looseleaf note-books simil> to ! laboratory note-books 9 sci5ce4 ,) ?is sy/em ! !mes are fir/ h&$ 9 on sep>ate %eets ( uni=m size1 &1 aft] !y h be5 correct$ by ! tea*] & revis$ or rewritt5 by ! pupil1 are fa/5$ 9 ! note-book4 ,if ! !mes are rewritt5 or correct$ on ! blank page ( ! note-book fac+ ! orig9al copy1 ! tea*] c readily comp>e ! two =ms & c det]m9e ! "* ( ! revision4 ,ano!r plan adopt$ by a numb] ( s*ools is to h a l>ge fil+ case ) a comp>tm5t = ! !mes ( ea* pupil 9 ! s*ool4 ,all ! !mes %\ld be pres]v$ until ! end ( ! ye>1 :5 !y may be return$ to ! pupils4 #d4 ,conf]5ces on ,writt5 ,"w ,9 ord] to accompli% ! be/ results 9 !me writ+ & correct+1 x is desirable t ! tea*] talk ov] ! writt5 "w ) ea* pupil z frequ5tly z 8 "t p]mits4 ,if ! ,engli% tea*]'s programme ( recitations is prop]ly arrang$1 he %\ld h suffici5t "t to h conf]5ces ) all 8 pupils once a mon?4 ,regul> appo9tm5ts %\ld be made ) ea* pupil = hold+ ^! conf]5ces dur+ ^? p]iods 9 :i* bo? pupil & tea*] h no recitation4 ,at ! conf]5ce ! tea*] c g ov] ) ! pupil ! writt5 "w ( ! mon?1 c answ] que/ions1 & give helpful sugge/ions = improv+ ! pupil's composition & class "w4 #e4 ,oral ,composition ,al?\gh ! t]m 8composition0 z us$ 9 connection ) ,engli% "w usually ref]s only to writt5 expression1 x is evid5t t ! oral expression ( ! pupils' ?\ghts is wor?y ( consid]ation4 ,g5]ally no p>ticul> provision is made 9 high s*ool "w = s-call$ oral composition1 nor does x seem necess>y to provide a di/9ct place = x 9 ! outl9e ( ! c\rse4 ,! importance ( ! =m ( ! recitation 9 e subject is emphasiz$ by all good tea*]s4 ,! topical recitation n[ s frequ5tly requir$ 9 all high s*ool /udies1 if prop]ly conduct$1 is ! mo/ effective k9d ( oral composition t c be giv54 ,a tea*] ( ,engli%1 ( c\rse1 %\ld give especial att5tion to ! =m ( recitation 9 ,engli% classes4 ,pupils1 aft] "s enc\ragem5t1 w express _! ideas freely 9 ! c\rse ( ! discussions :i* inevitably arise 9 connection ) ! read+ & composition4 ,_! att5tion %\ld be direct$ to ! fact t ! same pr9ciples gov]n ! cle> & =cible expression 9 spok51 z 9 writt5 language4 ,! correction ( common faults 9 recitation1 su* z ! 8&01 8& !n0 habit1 w assi/ 9 elim9at+ ^! errors f ! writt5 "w z well z 9 improv+ greatly ! oral expression4 ,dur+ ! fir/ ye> ! pupils may be assign$ simple topics 9 connection ) ! read+ & %\ld be taught h[ to collect ! mat]ial & arrange x 9 an outl9e =m f :i* to pres5t x 9 ! class room4 ,aft] !y h acquir$ ! ability to pres5t topics ) ! aid ( notes1 !y %\ld be enc\rag$ to speak )\t any ( ^! aids4 ,! same me?od may be appli$ to ! daily recitation4 ,9 fact1 x is (t5 be/ to beg9 by hav+ ! pupils outl9e ! subject matt] ( ! lesson & come to class prep>$ to recite ^u any topic 9 ! outl9e4 ,9 ?is mann] ! recitations 9 ,engli% & 9 practically all ( ! o!r subjects ( ! high s*ool c\rse may be us$ to give ! pupils ! necess>y tra9+ 9 oral composition4 #f4 ,pr9ciples ( ,composition ,9 connection ) ! writ+ & correction ( !mes mu/ be /udi$ ! pr9ciples ( composition & _! application4 ,^! rhetorical pr9ciples may be pres5t$ ei!r inductively or d$uctively4 ,! pupil may ei!r le>n !m f a def9ite /atem5t 9 ! text-book1 :i* illu/rates _! application by select$ examples1 or he may be l$ to discov] ! pr9ciples ( effective expression f ! lit]ature t he is /udy+ 9 class z a "p ( ! "w 9 read+4 ,:ile mu* may be said = ! m]its ( ea* ( ^! me?ods1 ! inductive plan seems to comm5d itself p>ticul>ly1 s9ce x makes possible a close & effective correlation ( ! two elem5ts ( ! ,engli% "w--composition & read+4 ,dur+ ! fir/ two ye>s1 :5 p>ticul> att5tion is giv5 to ! pr9ciples ( s5t5ce & p>agraph con/ruction 9 ! composition "w1 ^! pr9ciples c be develop$ & _! application readily illu/rat$ f ! selections t are read & /udi$ 9 class4 ,! object ( ! "w 9 read+1 z has already be5 /at$1 is to tea* ! pupil to get ! ?\ght cle>ly f ! pr9t$ page4 ,9 ord] to d ?is effectively1 x is necess>y to /udy ) "s degree ( c>e ! s5t5ce & p>agraph /ructure ( ! selection :i* he is read+4 ,to get ! ?\ght ( ea* s5t5ce x is necess>y to und]/& cle>ly ! relation ( all its p>ts4 ,by not+ ! sep>ate ideas z express$ 9 words1 phrases1 & clauses1 & by det]m9+ _! relation 9 ! s5t5ce z ! expression ( ! :ole ?\ght1 ! pupil is taught ! pr9ciples ( s5t5ce unity & coh]5ce4 ,if 8 att5tion is prop]ly drawn to ^! pr9ciples z !y are exemplifi$ 9 ! lit]ature be=e him1 ! importance & application ( !m may be cle>ly demon/rat$ )\t spoil+ ! ma/]piece ( lit]ature4 ,9 fact ! appreciation ( ! skill ( ! lit]>y arti/ is !reby increas$1 provid$ ! tea*+ is done 9 a prop] mann]4 ,to foll[ ! *a9 ( ?\ght 9 ! p>agraph1 x is necess>y to see cle>ly ! relation ( ea* ?\ght z express$ 9 ! s5t5ce to ! prec$+ & succe$+ ?\ghts 9 ord] t ! developm5t ( ! topic may be cle>1 & t ! pupil may grasp ! subject 9 its entirety4 ,9 tea*+ ! pupil to get ! :ole ?\ght 9 ! p>agraph1 x is necess>y to consid] ! :ole topic treat$ 9 ! p>agraph2 t is1 to /udy ! unity ( ! p>agraph2 & also to consid] ! relation ( ea* ?\ght to ! "o c5tral topic2 t is1 ! pr9ciple ( p>agraph coh]5ce4 ,?us1 9 ! ef=t to tea* ! pupil h[ to get ! ?\ghts ( o!rs by read+1 ! ess5tial pr9ciples ( composition are absolutely necess>y4 ,9 a simil> mann] all ! pr9ciples ( n>ration1 description1 exposition1 & argum5tation may be develop$ inductively f ! read+4 ,by see+ ! application ( ! rhetorical pr9ciples 9 lit]ature1 ! pupil comes to realize _! importance 9 effective writ+1 & is impress$ by ! v>i$ =ms ( _! application z he is n likely to be by select$ examples isolat$ f _! context1 9 text-books4 #g4 ,use ( ,text-book ,if ! pr9ciples ( composition may be develop$ f ! ma/]pieces t are /udi$ 9 class1 ! "q naturally sugge/s itself1 8,is x necess>y to h a text-book at all 9 /udy+ ! pr9ciples ( rhetoric & composition80 ,x is entirely possible to tea* composition successfully )\t a text-book1 b ow+ to difficulties 9 ! organization ( ! s*ools1 & ! n infrequ5t *ange ( tea*]s1 x is (t5 desirable = ! sake ( uni=mity ( "w to make use ( a text-book4 ,x is also conv5i5t1 ev5 :]e ^! difficulties d n exi/1 to h a good text-book to :i* ! tea*] may direct ! pupil = a detail$ /atem5t ( ! pr9ciples aft] !y h be5 develop$ & exemplifi$ 9 ! read+2 t is1 to use x z a ref]5ce book4 ,9 ord] t x may be us$ ?us = ref]5ce1 ! text-book select$ %\ld take up ! pr9ciples ( composition & ! =ms ( disc\rse 9 a logical mann]1 treat+ ea* fully & sy/ematically 9 a sep>ate division4 ,text-books ( ?is "* c be us$ ?r\gh\t ! fir/ two ye>s at lea/1 & "s ( !m are suffici5tly complete to supply all ! mat]ial ne$$ = f\r ye>s' /udy ( composition4 ,x is g5]ally conc$$ t text-books 9 rhetoric & composition h v (t5 be5 us$ to poor advantage by hav+ ! pupils memorize ! def9itions & /atem5ts ( pr9ciples1 & by devot+ mu* ( ! p]iod set aside = composition to recitation ^u ! subject matt] ( ! text book4 ,! pr9ciples ( rhetoric & composition1 ( c\rse1 h little value except z ! pupil is able to apply !m 9 8 own "w or to recognize ! application ( !m 9 ! "w ( o!rs4 ,! real te/ ( 8 k ( ! subject matt] ( ! text-book !re=e is n made by hav+ him recite :at ! book conta9s1 b by requir+ him to apply x 9 8 own "w & to p]ceive examples ( x 9 t ( o!rs4 ,,iv ,,read+ #a4 ,me?ods ( ,tea*+ ,! purposes already indicat$ = ! read+ are 8to enable ! pupil to und]/& ! express$ ?\ghts ( o!rs10 8to cultivate an acqua9tance ) good lit]ature1 & to furni% him ) a means ( ext5d+ t acqua9tance40 ,x is evid5t t ! only way to tea* ! pupil to und]/& ! express$ ?\ghts ( o!rs is to h him und]/& ea* unit ( t expression4 ,! mean+s ( words1 allusions1 & figures ( spee*1 z ! expressions ( ! idea1 mu/ be cle>ly und]/ood4 ,! intellig5t use ( ! diction>y & ! usual books ( ref]5ce %\ld !re=e be taught at ! v beg9n+ ( ! c\rse ( read+4 ,:5ev] ! orig9 & hi/ory ( a ^w are helpful = a bett] und]/&+ ( its mean+1 ^! may be call$ to ! pupil's att5tion1 & he %\ld be enc\rag$ to obs]ve 9 ! diction>y ! etymology ( words z he looks = _! mean+4 ,:ile ! importance ( kn[+ ! significance ( prop] names1 allusions1 etc41 is to be impress$ on ! pupil's m9d1 ! prep>ation ( ! read+ lesson mu/ n be all[$ to deg5]ate into a m]e se>*+ = ! mean+ ( all unkn[n t]ms 9 ! assignm5t4 ,pupils %\ld be w>n$ aga9/ ! practice ( mak+ a li/ ( all ! unkn[n words 9 ! lesson & ( consult+ ! diction>y & o!r books ( ref]5ce = in=mation1 )\t consid]+ ! context 9 :i* ! words are us$4 ,f ! v beg9n+ ( ! c\rse 9 read+1 ! tea*] %\ld make sure t ea* pupil gets a cle> conception ( ! ?\ght express$ 9 ea* s5t5ce4 ,)\t undue emphasis on grammatical analysis1 ! pupil %\ld be enc\rag$ to note ! =m 9 :i* ! pr9cipal proposition is express$1 & ! mann] 9 :i* x is modifi$ by ! subord9ate elem5ts1 = x is only by ! c>eful consid]ation ( ! syntactical relations t ! pupil c get accurately ! ?\ght express$4 ,! developm5t ( ! ?\ght ?r\gh a s]ies ( s5t5ces con/itut+ a p>agraph mu/ be analyz$ ) equal c>e1 s t ! pupil may see cle>ly ! developm5t ( ! ?\ght & ! relation ( ea* s5t5ce to ! prec$+ & succe$+ ones & to ! p>agraph topic4 ,! am\nt & "* ( analysis 9 ea* assignm5t ( read+ %\ld be c>efully det]m9$ by ! tea*] z he prep>es 8 "w = ea* day1 & he mu/ bew>e ( hav+ ! read+ lesson become m]ely a =mal analysis ( s5t5ce & p>agraph /ructure1 = no?+ m effectively kills ! pupil's int]e/ 9 read+ ?an too mu* ( ?is =mal analytical drill on detail4 ,v>i\s me?ods may be us$ to assi/ ! pupil 9 grasp+ ! ?\ght express$ 9 ! lit]ature4 ,9 n>ration1 ! retell+ ( ! /ory1 p>agraph by p>agraph1 f memory1 w lead ! pupils to get ! details ( ! /ory 9 logical gr\ps4 ,9 description1 ! pupils %\ld be requir$ to visualize ! sc5e1 object1 or p]son portray$ 9 words4 ,boys & girls c readily be int]e/$ 9 ex]cises ( ?is k9d & w respond eag]ly :5 ask$ to describe ! m5tal pictures :i* !y obta9 f a giv5 piece ( description4 ,sket*es on ! blackbo>d to make cle> ! position ( ! details 9 ! description & o!r devices t5d to emphasize to ! pupil ! importance ( read+ c>efully & accurately 9 ord] to get ! :ole ?\ght ( ! au?or4 ,aft] ! pupil has be5 taught to get ! ?\ght accurately1 ! analysis may be ext5d$ to ! =ms ( disc\rse & ! qualities ( /yle4 ,9 %ort /ories1 novels1 & dramas ! analysis ( plot1 ! del9eation ( "*1 & simil> consid]ation ( ! pr9ciples ( n>ration & description w naturally receive due att5tion4 ,9 essays & orations ! /udy ( correspond+ pr9ciples ( exposition & argum5tation gives ! pupil a cle>] conception & bett] appreciation ( ! writ]'s purpose & ! means t he uses to accompli% x4 ,a /udy ( metre & v]se =m is necess>y = an appreciation ( ! poetry read & /udi$ 9 class4 ,! /udy ( all ^! details1 design$ z x is to help ! pupils to und]/& ! au?or's ?\ght1 "p by "p1 ought always to lead to a bett] und]/&+ & appreciation ( ! mean+ & purpose ( ! :ole4 ,a /udy ( lit]ature t emphasizes details to su* an ext5t t ! !me & significance ( ! /ory1 ! drama1 or ! poem1 z a :ole1 is neglect$1 fails to br+ out ! vital elem5t4 ,! value ( ! ideas & ideals :i* f9d expression 9 ! lit]ature mu/ n be ov]look$ 9 plann+ ! "w 9 read+4 ,z a portrayal ( life 9 its v>i\s activities1 lit]ature pres5ts to ! pupil _m types ( "* & action1 & ?us gives ! boys & girls a broad] view ( life ?an _! own exp]i5ce af=ds4 ,! analysis ( "*1 motives1 & actions =ms an int]e/+ & valuable "p ( ! /udy ( lit]ature4 ,s9ce good lit]ature is also an int]pretation or 8criticism0 ( life1 x pres5ts life 9 its true relations & %[s _! significance4 ,! au?or's int]pretation ( life1 8 judgm5t ^u its v>i\s phases1 & ! emotional color+ :i* he gives x1 are all to be consid]$ 9 a mann] be/ adapt$ to ! maturity & und]/&+ ( ! pupils4 ,! =mative influ5ce ex]t$ ^u ! "* ( ! boys & girls by ! *>act]s & actions portray$ 9 _! read+1 z well z by ! emotional elem5t ( lit]ature is und\bt$ly ( importance1 & by "s tea*]s is emphasiz$ 9 all _! "w4 ,! ideals ( conduct pres5t$ 9 good lit]ature1 & ! close relation betwe5 conduct & ! emotions ar\s$ by ! read+1 are (t5 factors 9 ! e?ical tra9+ ( ! pupils1 b ! indirect & unconsci\s influ5ce ( ^! elem5ts is g5]ally mu* m effective ?an _m ef=ts to tea* lessons 9 e?ics bas$ on lit]ature4 ,s9ce ! /udy ( lit]ature involves ! consid]ation ( all ^! v>i\s elem5ts1 ! result accompli%$ 9 read+ w dep5d l>gely ^u ! me?ods ( ! tea*] 9 prep>+ 8 "w = ea* day's read+4 ,be=e beg9n+ ! read+ & /udy ( a piece ( lit]ature ) a class1 ! tea*] %\ld make a c>eful /udy ( ! :ole1 analyz+ & outl9+ x1 s t ! relation ( ea* "p to ! expression & developm5t ( ! !me may be cle>ly det]m9$4 ,) ?is outl9e be=e him ! tea*] c plan ea* day's read+ m readily & intellig5tly4 ,e recitation 9 read+ %\ld be c>efully plann$ by ! tea*] 9 ord] t ea* "p ( ! "w may receive emphasis proportionate to its importance & t some?+ def9ite may be accompli%$ t[>d a bett] appreciation ( ! :ole4 ,ow+ to ! fact t ! /udy ( lit]ature is radically diff]5t f any o!r subject :i* ! high s*ool pupils pursue1 mu* att5tion mu/ be giv5 to tea*+ !m h[ to read & /udy a piece ( lit]ature4 ,9 assign+ ! lesson 9 read+1 ! tea*] %\ld indicate cle>ly to ! pupils :at !y are to d1 & z f> z possible1 h[ !y are to d x4 ,failure ( ! pupils to und]/& cle>ly :at is desir$ ( !m1 is ! cause ( _m a poorly prep>$ recitation 9 ,engli%4 ,a well plann$ outl9e ) ! important po9ts to be consid]$ 9 /udy+ ! day's lesson1 or a s]ies ( que/ions conc]n+ ^! po9ts1 w s]ve to give direction to ! pupils' prep>ation f day to day1 & 9 ! end w tea* !m h[ to read & /udy lit]ature4 ,9 connection ) ! read+1 pupils %\ld be enc\rag$ to memorize ! :ole or p>ts ( _m ( ! pieces ( lit]ature /udi$ 9 class4 ,9 e ye> ( ! c\rse ! tea*] %\ld select passages f ! read+ t are wor? memoriz+1 & %\ld urge ! pupils to le>n !m4 ,to make a task ( ?is memoriz+ is n desirable1 nor is x at all necess>y1 = pupils w usually respond will+ly to ! tea*]'s sugge/ion z to ! value ( le>n+ *oice selections ( prose & poetry4 ,! value ( kn[+ & be+ able to quote _m ( ! f9e/ passages 9 ,engli% & ,am]ican lit]ature _c be ov]e/imat$4 #b4 ,read+ ,al\d ,"s att5tion %\ld g5]ally be giv5 to read+ al\d intellig5tly4 ,a "p ( ea* recitation may be devot$ to giv+ ! pupils practice 9 di/9ct1 accurate pronunciation1 & 9 read+ ) suffici5t expression to int]pret ! mean+4 ,! tea*] c d mu* t[>d %[+ ! pupils h[ to read by read+ to !m f "t to "t1 & !n hav+ !m read ! same selection4 ,! frequ5t practice ( devot+ a consid]able "p ( ! recitation p]iod to read+ al\d 9 class by ! pupils )\t individual correction or helpful sugge/ion by ! tea*] is a wa/e ( "t4 ,z few high s*ool pupils1 p>ticul>ly 9 ! fir/ two ye>s ( _! c\rse1 read suffici5tly well to int]pret a piece ( lit]ature = _! classmates cont9u$ read+ al\d 9 class by ! pupils is an un9t]e/+ ex]cise t is m likely to decrease ?an increase ! pupils' int]e/1 pleasure1 or appreciation4 ,if ! assignm5t has be5 read & /udi$ c>efully by ! pupils 9 prep>ation = ! recitation1 ! only purpose ( hav+ any portion ( x read al\d 9 class mu/ be to give ! pupils practice 9 read+ cle>ly1 accurately1 & intellig5tly4 ,to be ( value ?is practice mu/ be sy/ematic & mu/ be reg>d$ z an ex]cise 9 expression4 ,c>eful prep>ation by ! pupils includ+ practice 9 read+ al\d at home1 & helpful criticism by ! tea*]1 are z ess5tial = success 9 ex]cises 9 read+ al\d z 9 o!r =ms ( expression4 ,s9ce tra9+ 9 read+ al\d is nei!r ! prim>y nor ! second>y aim ( ! /udy ( lit]ature1 ! "t to be devot$ to ^! ex]cises 9 ! class room mu/ necess>ily be v limit$4 ,z ! ability to read well dep5ds 9 "p ^u ! managem5t ( ! voice1 "s att5tion may be giv5 f "t to "t to ! fundam5tal pr9ciples ( vocal expression4 ,occasional in/ruction 9 class 9 correct brea?+1 ! control ( ! voice1 ! position ( ! vocal organs 9 ! =mation ( ! diff]5t s\nds1 & ! c>e ( ! voice1 supplem5t$ by ex]cises = individual practice1 w aid mat]ially 9 improv+ ! "* ( ! vocal expression n only 9 read+ b also 9 recitation & conv]sation4 #c4 ,*oice ( ,read+ ,to c>ry out effectively ! plan = ! correlation ( ! read+ & composition "w1 & to provide a well grad$ c\rse ( read+ adapt$ to ! maturity & ability ( ! pupils1 ! greate/ c>e mu/ be ex]cis$ 9 ! selection ( ma/]pieces ( lit]ature to be read & /udi$ 9 class4 ,beg9n+ ) ! simple prose n>rative 9 ! =m ( %ort /ories1 tales1 & sket*es 9 ! fir/ ye>1 ! "w %\ld proce$ by regul> gradations to m difficult types4 ,= ! fir/ two ye>s ( ! c\rse1 dur+ :i* "o-half ( ! "t allott$ to ,engli% is devot$ to "w 9 composition1 ! read+ %\ld be *os5 ) reg>d to ! pr9ciples ( composition & =ms ( disc\rse t are to be consid]$1 s t a close correlation may be made betwe5 ! two elem5ts ( ! c\rse4 ,9 ! ?ird ye> ! /udy ( ! hi/ory ( ,engli% lit]ature w det]m9e ! ord] 9 :i* ! au?ors are to be tak5 up1 b ! "* & maturity ( ! pupils mu/ be consid]$ 9 ! *oice ( au?ors & selections = read+ & /udy 9 class4 ,aga9 9 ! f\r? ye> ! same elem5ts mu/ det]m9e ! *oice4 ,x is impossible to prescribe c]ta9 books to be read 9 ea* ye>1 s9ce ! "* ( ! pupils 9 diff]5t s*ools & 9 diff]5t classes 9 ! same s*ool1 makes necess>y a selection ( read+ adapt$ to local conditions4 ,al?\gh 9 ! numb] & v>iety ( ! books ! li/ ( college entrance requirem5ts 9 ,engli% is n[ suffici5tly l>ge to meet ! ne$s ( ! av]age s*ool1 x is n necess>y to conf9e ! selection ( mat]ial = /udy 9 class to ?is li/4 ,on page #ej ( ?is bullet9 is giv5 a li/ ( ! selections adapt$ = read+ & /udy1 toge!r ) sugge/ions z to ! ye>s 9 ! c\rse 9 :i* !y c be read to ! be/ advantage4 ,9 select+ editions ( ! ma/]pieces = read+ 9 class1 ! purpose & me?ods ( ! read+ %\ld n be =gott54 ,if ! pupil is to be taught to "w out ! mean+ ( unfamili> words1 figures1 & allusions1 x is undesirable to give him ?is in=mation on e page 9 ! =m ( foot-notes explanatory ( _m ?+s t ) a little ef=t he might f9d 9 ref]5ce books4 ,elaborate introductions 9 :i* ! /ructure & /yle ( ! ma/]piece are fully discuss$ are equally undesirable1 s9ce !y t5d to make unnecess>y any orig9al ?\ght or analysis on ! "p ( ! pupils4 ,! text ( ! ma/]piece ) a few notes explanatory ( unusual difficulties is all t is necess>y 9 ord] to c>ry on successfully ! /udy ( any selection4 #d4 ,libr>y ,read+ ,?r\gh\t ! c\rse 9 ,engli%1 ! pupils ought to be urg$1 if n actually requir$1 to read consid]able good lit]ature 9 addition to t read & /udi$ 9 class4 ,a li/ ( /&>d books z l>ge & z wide 9 range ( subjects z ! libr>y facilities ( ! s*ool make possible1 %\ld be prep>$ ea* ye>1 & ! pupils %\ld be enc\rag$ to read z _m ( ^! books z _! "t p]mits4 ,read+ t is done on ! pupil's own initiative is _m times m valuable ?an t :i* he does simply because ( a =mal requirem5t4 ,if ! plan is foll[$ ( requir+ t a c]ta9 numb] ( books be read1 precaution mu/ be tak5 aga9/ mak+ ! outside read+ a =mal task r ?an a pleasure4 ,! tea*] c d mu* t[>d int]e/+ ! pupils 9 ! libr>y read+4 ,by read+ al\d to ! class a *apt] or two ( a book1 he may lead _m ( ! pupils to read ! :ole book4 ,by ref]r+ 9 ! class "w to ! *>act]s1 plots1 & o!r details ( ! books on ! read+ li/1 or by quot+ f !m1 he w (t5 ar\se ! pupils' curiosity & create a desire to read ! books4 ,by consid]+ ! ta/es & ne$s ( ! individual pupils1 he c sugge/ to ea* ! books mo/ likely to be ( ! greate/ int]e/ & value4 ,to create & develop ! desire to read good lit]ature outside ( ! class room1 is "o ( ! greate/ privileges ( ! tea*] ( ,engli%4 ,9 g5]al ! plan ( hav+ a writt5 review1 outl9e1 or summ>y ( ^! books1 ei!r z a "p ( ! composition or ! read+ "w1 is to be disc\rag$4 ,s9ce ! writ+ ( a book review is a difficult task = a man or woman ( broad education1 x is too mu* to expect t ! immature high s*ool pupil w be able to d x ) any degree ( intellig5ce or int]e/4 ,! fact con/antly emphasiz$ by su* a me?od1 t e book :i* he reads mu/ s]ve z mat]ial = a book review1 a summ>y1 or an exam9ation1 (t5 defeats ! purpose ( 8 outside read+1 s9ce x t5ds to create a dislike r ?an a love = read+4 ,! books read by pupils may sometimes be discuss$ 9 class1 h[ev]1 z a means ( ar\s+ int]e/ 9 ! outside read+1 & frequ5tly pupils may be l$ to express _! op9ions freely1 & spontane\sly conc]n+ ! books "u discussion4 ,if ! pupils c be turn$ f an oral to a writt5 discussion ( ! book m or less spontane\sly1 !re is less dang] 9 hav+ an occasional writt5 ex]cise bas$ on ! libr>y read+4 ,v ,,fir/ ,,ye> ,,engli% ,9 outl9+ ! "w ( ! fir/ ye>1 x is assum$ t ,engli% w be pursu$ = five p]iods a week ?r\gh\t ! ye>4 ,( ?is "t "o-half %\ld be devot$ to composition1 & "o-half to read+4 ,^! two phases ( ! fir/ ye> ,engli%1 z has already be5 indicat$1 %\ld be closely correlat$1 & mu/1 ( c\rse1 be taught by ! same tea*]4 ,by sugge/+ t "o-half ( ! "t be devot$ to ea* phase ( ! subject1 x is n int5d$1 z has already be5 said1 t ! "t %\ld be =mally divid$4 ,in/ead ( sett+ aside two or ?ree p]iods a week = composition x is frequ5tly m satisfactory to devote a portion ( ea* p]iod to a /udy ( ! pr9ciples ( composition z exemplifi$ 9 ! read+ or to a discussion ( subjects = composition1 & ?us n to int]rupt ! cont9uity ( ! read+4 ,9 ,wiscons9 high s*ools ! pres5t c\rse ( /udy = "o c\rse1 g5]ally call$ ! ,engli% c\rse1 pres5ts "o s]i\s difficulty 9 connection ) fir/ ye> ,engli%2 i4 e41 ! arrangem5t by :i* gramm> & composition = five p]iods a week & read+ & composition = five p]iods a week are requir$ ( all pupils 9 ?is c\rse4 ,x is manife/ly undesirable = any pupils 9 ! fir/ ye> to pursue two c\rses 9 ,engli% = t5 p]iods a week ?r\gh\t ! ye>4 ,?is arrangem5t gives ! pupils 9 ?is c\rse sev5 & "o-half p]iods ( composition "w dur+ ! second seme/] if ! c\rse 9 gramm> & composition is divid$ s t gramm> is requir$ 9 ! fir/ seme/] & composition 9 ! second4 ,x also divides ! composition "w betwe5 two sep>ate classes1 "p ( ! in/ruction 9 composition be+ giv5 9 ! c\rse 9 gramm> & composition & "p 9 ! c\rse 9 read+ & composition4 ,s9ce in/ruction 9 ! pr9ciples ( composition )\t practice is ( little value especially = ! immature pupils 9 ! fir/ ye>1 & s9ce f five to sev5 & a half p]iods is too mu* "t to devote to composition :5 ! am\nt ( practice t is possible or ev5 desirable is necess>ily limit$1 ! be/ solution ( ! problem seems to be to devote ! "t to additional read+ & n to attempt to give m ?an two & a half p]iods1 ! am\nt assign$ = o!r c\rses1 to composition "w4 ,! "q ( tea*+ gramm> is consid]$ on page #cb4 #a4 ,composition ,! object ( ! fir/ ye> 9 composition %\ld be to enc\rage pupils to express freely _! own ideas & impressions4 ,flu5cy ( expression is to be enc\rag$ by e possible means4 ,! mo/ effective me?od ( develop+ ?is free & flu5t expression is to h ! pupils write on subjects 9 :i* !y are mo/ int]e/$4 ,x is sometimes said t ! difficulty 9 writ+ !mes 9 ! fir/ ye> lies 9 ! fact t ! pupils h no?+ to write ab\t f _! own exp]i5ce1 & t !re=e subjects mu/ be drawn l>gely f ! read+2 t is1 pupils mu/ reproduce o!rs' ?\ghts r ?an express _! own4 ,x seems d\btful :e!r ?is paucity ( ideas really exi/s1 = x is inde$ a /upid girl or boy 9 ! fir/ ye> at high s*ool :o is n int]e/$ 9 _m ?+s 9 active ev]yday life1 & :o does n talk con/antly ( ^! ?+s to s*oolmates & fri5ds4 ,x is d\btless true t ! pupil (t5 does n consid] 8 simple exp]i5ces ( suffici5t importance to be ! subjects ( 8 compositions & mu/ !re=e be l$ by ! tea*] to see ! possibilities :i* !y conta94 ,x is ! duty ( ! tea*] ( composition1 z has be5 said1 to famili>ize himself ) ! surr\nd+s ( 8 pupils1 & to int]e/ himself 9 _! v>i\s activities 9 & out ( s*ool4 ,x is only by su* sympa?y & int]e/ t he c get 8 pupils to express !mselves freely 9 _! !mes4 ,exp]i5ce has %[n t ! daily life ( ! individual pupil1 & ! v>i$ activities ( ! s*ool c be made to furni% practically all ( ! !me subjects n only = fir/ ye> composition1 b also = t ( ! o!r ?ree ye>s4 ,:ile flu5cy & spontaneity ( expression %\ld be enc\rag$ 9 e way possible1 ! tea*] mu/ also insi/ on accuracy 9 details ( expression4 ,! common errors 9 gramm>1 spell+1 capitalization1 punctuation1 & o!r matt]s ( =m %\ld be correct$ con/antly1 & by ! end ( ! fir/ ye> all su* mi/akes %\ld be fairly well elim9at$ f ! av]age pupil's "w4 ,9 connection ) ! correction ( errors 9 ! !mes1 ! rules ( spell+1 capitalization1 punctuation1 & gramm> may be review$ to advantage f "t to "t4 #b4 ,engli% ,gramm> ,x is n desirable to take up =mally ! /udy ( ,engli%1 gramm> z a regul> "p ( fir/ ye> ,engli%4 ,:5ev] ! plan ( devot+ a seme/] or a t]m to ,engli% gramm> has be5 tri$1 x has be5 conc$$ t ! c\rse has n be5 v successful4 ,! cause ( ?is is n f> to seek4 ,s9ce ! pupils h be5 drill$ 9 gramm> 9 ! sev5? & eigh? grades1 a repetition ( ! subject at ! beg9n+ ( ! high s*ool c\rse inv>iably proves di/a/eful1 & x is extremely difficult if n practically impossible to ar\se any int]e/ 9 ! subject4 ,high s*ool pupils 9 ! fir/ ye> are too immature to take up ! subject f a po9t ( view mat]ially diff]5t f t f :i* x 0 /udi$ 9 ! grades4 ,! "w1 consequ5tly1 is done 9 a p]functory mann]1 & seems to h little practical result 9 ! pupils' writt5 or spok5 ,engli%4 ,x is ! g5]al exp]i5ce1 nev]!less1 t a numb] ( pupils ent]+ ! high s*ool are defici5t 9 _! k ( ! mo/ elem5t>y pr9ciples ( ,engli% gramm>1 & t !y are !re=e some:at h&icapp$ 9 tak+ up ! /udy ( composition4 ,if ! pres5t sy/em ( promotion p]mits "s pupils to ent] ! high s*ool )\t a suffici5t k ( ! elem5ts ( ,engli% gramm> to make possible an intellig5t /udy ( high s*ool ,engli%1 x seems v d\btful :e!r ! high s*ool c\rse 9 ,engli% %\ld be plann$ to provide = pupils ^: prep>ation is defici5t4 ,if provision mu/ be made = ! defici5t ones1 a special class 9 gramm> %\ld be organiz$ = _! b5efit1 & well-prep>$ pupils %\ld n be compell$ to repeat ?is grade "w4 ,?is special review ( gramm> = poorly prep>$ pupils %\ld n =m a "p ( ! regul> ,engli% "w ( ! fir/ ye>1 & x may be que/ion$ :e!r x %\ld be cr$it$ = graduation f high s*ool4 ,= pupils ( requir$ prep>ation ! only /udy ( gramm> necess>y 9 ! fir/ ye> may be tak5 up 9 connection ) ! correction ( errors made by ! pupils 9 composition4 ,syntax mu/ be /udi$ 9 connection ) ! con/ruction ( s5t5ces 9 composition "w4 ,a consid]ation ( ! grammatical con/ruction ( s5t5ces requir$ = effective "w 9 read+ & composition1 ) su* review ( gramm> z is made necess>y by ! actual errors ( ! pupils1 w g5]ally be suffici5t tra9+ 9 gramm> = ! fir/ ye>4 #c4 ,rhetorical ,pr9ciples ,! /udy ( rhetorical pr9ciples 9 ! fir/ ye> %\ld be conf9$ to ! consid]ation ( ! simpl] pr9ciples ( s5t5ce & p>agraph con/ruction4 ,9 connection ) ! /udy ( grammatical con/ruction ( s5t5ces1 ! violation ( ! pr9ciples ( s5t5ce unity & s5t5ce coh]5ce 9 ! pupils' writt5 "w w (f] opportunity = enl>g+ ^u ! application ( ^! pr9ciples4 ,if1 9 ! fir/ ye>1 pupils c be taught to express simple ideas 9 s5t5ces ! p>ts ( :i* are logically connect$1 mu* w h be5 accompli%$4 ,9 p>agraph con/ruction unity & coh]5ce mu/ also be emphasiz$2 t is1 ! pupils %\ld be taught t ! p>agraph consi/s ( a s]ies ( closely relat$ s5t5ces develop+ a s+le topic4 ,! unity ( ! p>agraph z emphasiz$ by ! "p ( ! def9ition ref]r+ to ! s+le topic1 & ! pr9ciple ( coh]5ce1 z br\ght out by ! idea ( a s]ies ( relat$ s5t5ces1 con/itute ! important po9ts reg>d+ p>agraph con/ruction to be develop$ 9 ! fir/ ye>4 ,! simple/ pr9ciples ( n>ration1 su* z ! *oice1 ord]1 & connection ( incid5ts1 may be emphasiz$ & develop$ 9 ! pupils' composition "w4 ,examples ( ! application ( ^! pr9ciples w be not$ con/antly 9 ! %ort /ories read 9 class4 ,dur+ ! second seme/] ! elem5t>y pr9ciples ( description c be develop$ f ! read+1 & pupils c be l$ to add a descriptive elem5t to _! n>rative !mes1 or ev5 to write %ort descriptive !mes4 ,aft] /udy+ ! descriptive me?ods us$ 9 ! portrayal ( a "* or sc5e 9 ! /ory read 9 class1 ! pupils may v naturally be enc\rag$ to write descriptions ( p]sons or places ) :i* !y are famili>4 ,! k & application ( ^! pr9ciples ( composition1 ?or\ghly ma/]$1 is all ! rhetoric t is necess>y = ! fir/ ye>4 #d4 ,!me ,writ+ ,9 ! fir/ ye> "o or two %ort !mes a week w give suffici5t practice 9 composition4 ,a %ort !me %\ld consi/ ( "o well-r\nd$ p>agraph ( ab\t #aej words4 ,! "o-p>agraph !me ( ?is l5g? has sev]al advantages4 ,fir/1 ! pupil is taught f ! beg9n+ ( 8 high s*ool composition "w to reg>d ! p>agraph z a unit ( "s l5g?1 :i* may be complete 9 itself4 ,second1 ! pupil usually has en\gh ideas = a %ort !me1 & c pres5t !m simply & directly )\t writ+ to fill space1 z he sometimes mu/ d :5 long] !mes are requir$4 ,?ird1 a tea*] c correct ^! %ort s+le page !mes 9 less "t1 & yet see cle>ly ! pupil's faults1 = he is likely to make ! *>act]i/ic errors z evid5t 9 "o page z 9 ?ree or f\r4 ,if ! tea*] has "t to correct c>efully two %ort !mes a week1 "o ( ^! may be prep>$ outside ! class room1 & ! o!r may be writt5 dur+ "p ( "o ( ! recitation p]iods4 ,?is plan gives ! pupil practice 9 c>efully prep>$ writt5 "w = ! writ+ ( :i* he has pl5ty ( "t1 & also 9 writ+ rapidly 9 class :5 he has "t to prep>e b a s+le draft ( 8 !me4 ,z 9 all composition "w1 ^! !mes mu/ be promptly & c>efully correct$ by ! tea*]2 & ! errors1 z has already be5 po9t$ out1 %\ld be indicat$ by signs & abbreviations s t ! pupil may h ! b5efit ( correct+ 8 mi/akes4 ,?is correction by ! pupil may be done ei!r by rewrit+ ! !me or by revis+ x & mak+ corrections neatly betwe5 ! l9es1 or 9 "s o!r conv5i5t place4 ,9 ei!r case1 ! "w %\ld be return$ to ! tea*] s t he may glance ov] ! orig9al & rewritt5 =ms1 or ! orig9al z revis$1 & may see :e!r ! errors h be5 correct$ & ! *anges prop]ly made4 ,9 ! fir/ ye> ! conf]5ces ( tea*] & pupil on composition "w are ( great importance4 ,by talk+ ov] ! "w1 ! tea*] c d mu* t[>ds enc\rag+ a pupil :o becomes di%e>t5$ because ( ! difficulties 9 express+ 8 ideas 9 writ+4 ,9 ^! conf]5ces1 also1 ! tea*] c le>n mu* conc]n+ ! pupil's int]e/s & "*1 & by sympa?y & insight c be z helpful to ! excell5t pupil z to ! m$iocre or poor "o4 #e4 ,read+ ,! selection ( suitable ma/]pieces = read+ & /udy 9 ! fir/ ye> mu/ be made ) p>ticul> c>e1 s9ce ! pupils' attitude t[>d ! read+ & /udy ( lit]ature is (t5 influ5c$ = "s "t by _! fir/ impressions4 ,z ! purpose ( ! read+ is n only to h ! pupils und]/& :at !y read by tea*+ !m to read c>efully & accurately1 b also to int]e/ !m 9 read+ good lit]ature1 x is desirable to beg9 on mat]ial t does n pres5t too _m difficulties4 ,! l5g? ( ! selection is also an important elem5t4 ,! piece ( lit]ature mu/ n be s long t int]e/ 9 x flags or t ! pupil c n grasp x 9 its entirety & /udy x z a unit4 ,%ort /ories1 tales1 & n>rative & descriptive sket*es comb9e m ( ! desir$ elem5ts ?an o!r =ms ( lit]ature4 ,prose n>ratives ( ?is type also make possible ! close & effective correlation ( ! read+ & composition1 ! importance ( :i* has already be5 emphasiz$4 ,among ! %ort /ories & sket*es t h be5 us$ successfully 9 ! fir/ ye> & t may be tak5 z typical are ,haw?orne's 8,twice ,told ,tales01 ,irv+'s 8,rip ,van ,w9kle0 & 8,leg5d ( ,sleepy ,holl[01 ,holmes' 8,my ,hunt ,aft] ! ,capta901 ,w>n]'s 8,a-,hunt+ ( ! ,de]01 ,dick5s' 8,a ,*ri/mas ,c>ol04 ,my?ology & folk tales h also be5 tri$ ) consid]able success 9 ! fir/ seme/] ( ! fir/ ye>2 ! available selections include ,haw?orne's 8,wond] ,book01 ,*ur*'s 8,! ,/ory ( ! ,iliad0 & 8,! ,/ory ( ! ,odyssey01 ,peabody's 8,old ,greek ,folk ,/ories01 ,bryant's translations ( ! 8,iliad0 & ! 8,odyssey0 & ,palm]'s translation ( ! 8,odyssey04 ,! advantages ( us+ prose = read+ & /udy 9 ! fir/ ye> 9 pref]5ce to poetry or ! poetical drama1 are important ones4 ,9 ! fir/ place s9ce x is desirable to tea* pupils to get ! :ole ?\ght conta9$ 9 :at !y read1 x is und\bt$ly be/ to beg9 ) ^? =ms 9 :i* ideas are express$ 9 ! usual ord]1 :i*1 ( c\rse1 is t ( prose r ?an t ( poetry or ! poetical drama4 ,! tra9+ 9 foll[+ & grasp+ 9 _! entirety ! express$ ?\ghts ( o!rs z !y appe> 9 ! simple/ logical ord] ( prose %\ld be "o ( ! fir/ aims ( ! fir/ ye> read+4 ,9 ! second place poetic inv]sions & figurative expressions increase s greatly ! pupils' difficulties 9 und]/&+ :at !y read1 t at ! beg9n+ ( ! c\rse x makes too great a task ( t :i* %\ld be a s\rce ( int]e/ & pleasure4 ,to pass ov] ^! difficulties & emphasize simply ! /ory or description 9 ! /udy ( poetry is to enc\rage ! bad habit ( c>eless1 inaccurate read+4 ,if ! pupil is taught to und]/& fully ! prose t he reads 9 ! fir/ ye>1 8 progress 9 read+ poetry 9 ! foll[+ ye>s w be mu* m rapid4 ,^! advantages toge!r ) close correlation possible betwe5 ! /udy ( prose & ! !ory & practice ( composition %\ld det]m9e ! *oice ( read+ = ! fir/ ye>4 ,:at has already be5 said 9 reg>d to ! read+ 9 g5]al 7p4 #bc7 applies p>ticul>ly to ! fir/ ye> "w4 ,,vi ,,second ,,ye> ,,engli% #a4 ,composition ,9 ! second ye> ! composition & ! read+ :i* h be5 begun 9 ! fir/ ye> may be cont9u$ 9 ab\t ! same proportion1 t is1 ab\t "o-half ( ! five p]iods a week may be devot$ to ea*4 ,! "w %\ld be l>gely a developm5t & expansion ( t ( ! fir/ ye>4 ,9 ! /udy ( ! rhetorical pr9ciples ! consid]ation ( s5t5ce con/ruction %\ld be cont9u$1 & ! pr9ciple ( emphasis & its application %\ld be /udi$4 ,! sev]al types ( s5t5ces1 su* z long1 %ort1 loose1 p]iodic1 & balanc$1 & _! uses %\ld receive consid]able att5tion1 & ! importance ( v>iety 9 s5t5ce /ructure may be emphasiz$4 ,9 ! discussion ( p>agraph /ructure m /udy may be giv5 to ! details ( its con/ruction by develop+ ! importance ( ! pr9ciples ( emphasis1 z well z by consid]+ aga9 ! pr9ciples ( unity & coh]5ce4 ,! me?ods ( develop+ ! p>agraph topic w naturally =m a "p ( ! "w ( p>agraph con/ruction1 p>ticul>ly 9 ! second seme/]1 :5 ! pr9ciples ( exposition are /udi$4 ,! application ( ! same pr9ciples ( unity1 emphasis1 & coh]5ce to ! :ole !me1 :]e x consi/s ( a numb] ( p>agraphs1 may also be develop$1 = 9 ! second ye> x is desirable to h ! /ud5ts write long] !mes1 z well z ! %ort ones4 ,! =ms ( disc\rse1 n>ration & description1 /udi$ 9 ! fir/ ye>1 w also be develop$ & exp&$ dur+ ! second ye>1 & m emphasis c be plac$ ^u ! sev]al =ms ( description4 ,f description ! pupil c be l$ by gradual /eps to ! /udy ( exposition1 & ?is subject may be develop$ z fully z ! maturity ( ! pupils w p]mit4 ,x is also possible 9 "s s*ools to und]take ! elem5t>y =ms ( argum5tation t[>d ! end ( ! second ye>1 p>ticul>ly if !re is consid]able int]e/ & activity 9 ! s*ool debat+ society1 b x is n desirable to und]take mu* ( ?is "w ) immature pupils4 ,! read+ ( ! second ye> w also furni% mat]ial = a /udy ( words & figures ( spee*4 ,9 ! analysis & writ+ ( description x is natural to note ! effects ( diff]5t k9ds ( words1 & to discrim9ate betwe5 ! g5]al1 colorless t]m & ! specific1 picture-mak+ expression4 ,9 description1 likewise1 ! effectiv5ess ( contra/1 or ( a comp>ison 9 ! =m ( a simile or metaphor may be po9t$ out4 ,9 exposition emphasis mu/ be giv5 to ! importance ( us+ ! exact t]m to make cle> ! idea1 & to ! dep5d5ce ( cle>ness ^u ?is accurate *oice & use ( words4 ,! use ( comp>isons1 contra/1 & o!r figures ( spee*1 may also be /udi$ 9 relation to exposition4 ,9 ! second ye>1 z 9 ! fir/1 ! subjects = composition %\ld be drawn l>gely if n entirely1 f ! pupil's own exp]i5ces4 ,9 n>rative & descriptive !mes ! pupil1 aft] 8 practice 9 ! fir/ ye>1 w f9d little difficulty 9 *oos+ ! "r k9d ( subjects4 ,9 exposition he c be enc\rag$ to write explanations ( ^? subjects ) :i* he is ?or\ghly famili>4 ,simple manufactur+ processes1 ! op]ation ( ma*9]y or ( me*anical devices g5]ally1 me?ods ( do+ any k9d ( "w1 directions = play+ games1 & _m o!r simil> subjects t ! pupil und]/&s ?or\ghly1 furni% excell5t mat]ial = simpl] expository !mes4 ,if argum5tation is und]tak51 ! pupil may be l$ to discuss que/ions con/antly aris+ 9 connection ) ! life ( ! s*ool & ! community1 & ?us he c obta9 mo/ ( 8 mat]ial f 8 own exp]i5ces4 ,! plan ( hav+ "o or two p>agraph !mes ( f #aej to #bjj words ea* week %\ld be cont9u$ ?r\gh\t ! second ye>4 ,e mon? or six weeks pupils %\ld write a long] !me ( f #fjj to #hjj words1 t is1 a !me ( f\r or five p>agraphs4 ,bo? ! %ort & ! long !me %\ld be promptly & c>efully correct$ by ! tea*] & revis$ or rewritt5 by ! pupil4 ,9 ! second ye> a c>eful revision ( ! correct$ !mes by ! pupils is usually suffici5t1 b all !mes t c be suffici5tly improv$ to make rewrit+ wor? :ile1 %\ld be rewritt54 #b4 ,read+ ,! g5]al purpose & ! "* ( ! read+ 9 ! second ye> are ! same z 9 ! fir/4 ,dur+ ! fir/ "p ( ! ye> n>rative & descriptive mat]ial %\ld be read1 & dur+ ! second seme/] "s ( ! simpl] types ( essays may be us$ z a basis ( a /udy ( exposition4 ,z has already be5 indicat$ 9 connection ) ! composition1 ! pupils' att5tion %\ld be direct$ to ! use ( words & figures ( spee* 9 ! ma/]pieces4 ,! plot & its developm5t1 & ! =m 9 :i* ! /ory is told c be /udi$ 9 m detail ?an 9 ! fir/ ye>4 ,me?ods ( describ+ p]sons & places & ( del9eat+ "*1 tak5 up 9 connection ) description1 w frequ5tly be exemplifi$ 9 ! read+4 ,direction may be giv5 to ! /udy ( essays by consid]+ !m z examples ( exposition4 ,all ?is analytical "w ought to be c>ri$ on ) a view n only to develop+ inductively or illu/rat+ ! pr9ciples ( composition :i* x is desir$ to h ! pupils apply 9 _! own writ+1 b also to hav+ ! pupils und]/& ! au?or's purpose & ! me?ods :i* he uses to accompli% x2 t is1 to und]/& fully :at !y are read+4 ,! foll[+ may be tak5 z typical ( ! "* ( ! read+ be/ adapt$ = ! purposes outl9$3 ,irv+'s 8,sket* ,book0 & 8,tales ( ! ,alhambra01 ,poe's 8,gold ,bug01 ,?oreau's 8,! ,succession ( ,=e/ ,trees01 ,burr\ghs' 8,birds & ,bees0 & 8,%>p ,eyes01 ,macaulay's 8,"l ,clive0 & 8,life ( ,samuel ,johnson01 ,l9coln's 8,gettysburg ,spee*40 ,if at ! end ( ! fir/ seme/] ! pupils h le>n$ to read prose ( av]age difficulty1 x is (t5 advantage\s dur+ ! second seme/] to /udy a play ( ,%akespe>e's1 & 8,m]*ant ( ,v5ice0 or 8,julius ,caes>0 is well adapt$ = ?is purpose4 ,n>rative poetry su* z ,t5nyson's 8,idylls ( ! ,k+01 ,arnold's 8,sohrab & ,ru/um01 ,col]idge's 8,anci5t ,m>9]01 or ,scott's 8,lady ( ! ,lake0 may also be us$ successfully dur+ ! second seme/]4 ,,vii ,,?ird ,,ye> ,,engli% #a4 ,read+ & ,hi/ory ( ,lit]ature ,! plan = ! ?ird ye> read+ provides = a survey ( ,engli% & ,am]ican lit]ature1 9 :i* ab\t ?ree-f\r?s ( ! "t is to be devot$ to ,engli% lit]ature1 & "o-f\r? to ,am]ican lit]ature4 ,9 designat+ ! read+ z a /udy ( ,engli% & ,am]ican lit]ature1 x is n int5d$ t ! hi/ory ( lit]ature1 z su*1 %\ld occupy any consid]able portion ( ! "t4 ,x is n desirable to devote m ?an "o-t5? to "o-fif? ( ! "t1 t is1 f "o-half to "o p]iod a week1 to text-book "w 9 ! hi/ory ( lit]ature4 ,! great] "p ( ! "t 7ab\t f\r p]iods a week7 %\ld be sp5t 9 ! read+ ( selections f repres5tative au?ors4 ,9 ! /udy ( ! hi/ory ( lit]ature1 emphasis %\ld be plac$ ^u g5]al movem5ts & t5d5cies 9 lit]ature1 & _! relation to national conditions & ideals4 ,9 ea* p]iod "o or two typical au?ors %\ld be select$ ^: works are to be /udi$ 9 ! class room4 ,selections f writ]s contempor>y ) ^! au?ors may be read by ! pupils z libr>y read+4 ,9 a c\rse ( ?is k9d x is mu* m important to h ! pupils read ! lit]ature ?an to h !m read ab\t lit]ature4 ,x is also mu* m important to lead ! pupils to p]ceive ! *>act]i/ics ( ! au?or 9 a selection read 9 or out ( ! class room ?an to h ^! *>act]i/ics call$ to _! att5tion by ! tea*] or by read+ criticism4 ,9 connection ) ! c\rse 9 ! hi/ory ( lit]ature1 a li/ ( books = outside read+ %\ld be prep>$1 & ! pupils %\ld be enc\rag$ to supplem5t ! class room /udy by read+ o!r works ( ! au?ors /udi$ 9 class4 ,x seems desirable to foll[ z f> z possible ! *ronological ord] 9 ! read+ done 9 & out ( ! class room s t ! pupil may be l$ to see ! developm5t ( ,engli% & ,am]ican lit]ature & ! relation ( ! "w ( "o au?or to t ( ^? prec$+ & succe$+ him4 ,! detail$ /udy ( selections f ! mo/ important ,engli% & ,am]ican au?ors1 is a l>ge task = "o ye>'s "w1 b exp]i5ce has %[n t mu* c be accompli%$ t[>d wid5+ ! pupils' k & appreciation ( lit]ature by a c\rse ( ?is k9d4 ,aft] two ye>s ( int5sive /udy ( ! elem5ts ( expression1 ! av]age pupil w be able to compreh5d m readily :at he reads1 & less "t w h to be sp5t on ! details4 ,! selections /udi$ may also be reg>d$ f a some:at diff]5t po9t ( view f t tak5 dur+ ! fir/ two ye>s4 ,! piece ( lit]ature may be consid]$ 9 relation to ! au?or's p]sonality & ! age 9 :i* x 0 writt51 z well z 9 comp>ison ) o!r lit]ature t has be5 read by ! pupils4 ,9 ! hi/ory ( ,engli% lit]ature *>act]i/ic selections f mo/ ( ! foll[+ au?ors %\ld be /udi$ 9 class3 ,*auc]1 ,%akespe>e1 ,bacon1 ,milton1 ,pope1 ,addison1 ,goldsmi?1 ,gray1 ,burns1 ,scott1 ,wordswor?1 ,col]idge1 ,keats1 ,%elley1 ,t5nyson1 ,br[n+1 ,lamb1 ,george ,eliot1 ,dick5s1 & ,?ack]ay4 ,9 ! survey ( ,am]ican lit]ature ! same g5]al me?od %\ld be foll[$4 ,z ! pupils h g5]ally read consid]able ( ! poetry ( ,longfell[1 ,:itti]1 ,bryant1 & ,holmes1 z well z selections f ! prose ( ,irv+1 ,haw?orne1 & ,?oreau1 a brief review ( ^! w be suffici5t4 ,! class "w %\ld !re=e consi/ l>gely ( ! read+ & /udy ( works ( au?ors n previ\sly read 9 class1 su* z ! poems & %ort /ories ( ,poe1 essays ( ,em]son1 ,l[ell1 & ,holmes1 & novels ( ,haw?orne & ,coop]4 #b4 ,composition ,dur+ ! ?ird ye> ab\t "o-fif? ( ! "t1 or "o p]iod a week1 %\ld be devot$ to ,engli% composition4 ,"o %ort !me a week1 & "o long composition once 9 six weeks w furni% ! necess>y practice 9 writ+4 ,:ile ! n>rative & descriptive "w ( ! fir/ two ye>s may be cont9u$1 m emphasis %\ld be plac$ ^u expository composition1 9 cont9uation ( ! /udy ( exposition begun 9 ! second seme/] ( ! second ye>4 ,besides expla9+ ! v>i\s processes & simple me*anical devices ) :i* he is famili>1 ! pupil may be enc\rag$ to express 8 own op9ions 9 reg>d to :at he reads 9 lit]ature4 ,if ! conditions are favorable1 ! k9d ( elem5t>y argum5tation sugge/$ = ! second ye>1 may also be us$ 9 !me "w4 ,,viii ,,f\r? ,,ye> ,,engli% #a4 ,read+ ,9 ! f\r? ye> ab\t f\r-fif?s ( ! "t %\ld be allott$ to read+ & ab\t "o-fif? to composition4 ,! "t assign$ to ! read+ may mo/ pr(itably be devot$ to an ext5sive /udy ( a few typical examples ( ! mo/ important =ms ( lit]ature4 ,! novel1 ! drama1 ! lyric1 & ! essay1 may be tak5 z ! types to be /udi$4 ,! maturity ( ! pupils 9 ! f\r? ye> w make possible a detail$ analysis ( ! ess5tial elem5ts ( ^! =ms1 :i* _c be und]tak5 e>li] 9 ! c\rse4 ,by a c>eful /udy ( a few ( ! be/ examples ( ea* =m to be f\nd 9 ,engli% lit]ature1 ! pupils n only come to "k & appreciate "s ( ! be/ lit]ature 9 our language b are giv5 "s canons by :i* to judge :at !y read indep5d5tly aft] !y leave s*ool4 #b4 ,! ,novel ,! novel is a conv5i5t =m ) :i* to beg9 ! f\r? ye> "w4 ,george ,eliot's 8,silas ,m>n]0 is "o ( ! novels :i* l5ds itself admirably to int5sive /udy4 ,! k9d ( novel1 ! !me1 ! au?or's po9t ( view1 ! plot1 ! *>act]s1 ! sett+1 & o!r important elem5ts are all to be c>efully /udi$4 ,9 ! detail$ analysis ( plot1 ! introduction1 ! situation1 ! developm5t ( ! plot1 ! second>y plots1 ! int]weav+ ( pr9cipal & subord9ate plots1 ! means ( su/a9+ int]e/ & susp5se1 ! climax ( ! action1 ! unravel+1 ! d5\em5t & ! probability & plausibility ( action1 %\ld receive consid]ation4 ,! /udy ( "* pres5t$ 9 ! novel w include ! int]action ( plot & "*1 ! types ( "*1 ! gr\p+ ( *>act]s1 ! me?ods ( del9eation1 ! tru? to life1 & simil> po9ts4 ,x is also important to consid] ! novel z ! expression ( ! au?or's p]sonality1 ( 8 attitude t[>d life1 & ( 8 int]pretation1 or 8criticism10 ( life4 ,s9ce "t w p]mit ( ! detail$ analysis1 9 class1 ( b "o novel1 use = comp>ison may be made ( o!r novels :i* ! pupils h read or are read+ z a "p ( _! libr>y "w4 ,novels ( su* diff]5t types z ,goldsmi?'s 8,vic> ( ,wakefield10 ,dick5s' 8,tale ( ,two ,cities10 ,scott's 8,ivanhoe10 & 8,talisman10 ,?ack]ay's 8,h5ry ,esmond10 ,haw?orne's 8,h\se ( ,sev5 ,gables10 & ,george ,eliot's 8,romola10 w furni% ample supplem5t>y mat]ial4 #c4 ,! ,drama ,! consid]ation ( plot1 "*1 etc41 9 ! novel w prep>e ! way = a simil> /udy ( ! drama4 ,%akespe>e's 8,macbe?0 (f]s excell5t opportunity = ?\ghtful /udy4 ,! important elem5ts 9 ! te*nique ( dramatic con/ruction may be br\ght out inductively 9 ! c\rse ( ! read+4 ,! indirect & sugge/ive me?od ( describ+ "* ( ! drama w give rise to mu* discussion1 = pupils w naturally diff] 9 _! e/imates ( ! *>act]s z a result ( diff]5t int]pretations :i* !y give to ! words & actions ( ! *>act]s4 ,to give a bett] conception ( ! drama z x is to be act$1 important sc5es may be pres5t$ 9 ! class room by ! pupils4 ,! great] appreciation ( ! drama & dramatic action :i* comes f ! prep>ation = an in=mal pres5tation ( ?is k9d1 makes x well wor? und]tak+4 ,"s att5tion %\ld also be giv5 to ! /yle & ! v]sification 9 s f> z ^! are necess>y = a bett] und]/&+ ( ! au?or's me?ods4 #d4 ,! ,lyric ,! /udy ( lyric poetry1 al?\gh (t5 difficult alike to tea*] & pupils1 %\ld be und]tak5 dur+ ! second seme/] ( ! f\r? ye>4 ,mu* ( ! success w dep5d ^u ! "* ( ! lyrics select$ = read+ & /udy4 ,palgrave's 8,gold5 ,treasury ( ,songs & ,lyrics10 conta9+ z x does mu* ( ! be/ ,engli% poetry ( ?is type1 is ! mo/ conv5i5t book to use4 ,:ile int]pretative read+ & ! memoriz+ ( ^! poems (t5 lead to a real appreciation ( _! music1 & ! emotions :i* !y express1 a judici\s analysis ( metrical /ructure & poetic expression w result 9 a bett] und]/&+ ( ! ess5tials ( good poetry4 #e4 ,! ,essay ,! expository essay1 z ! mo/ difficult =m ( lit]ature = high s*ool pupils1 may well be left until ! la/ "p ( ! f\r? ye>4 ,! analysis ( ! logical developm5t ( ! subject ( ! essay is ( p>ticul> value at ?is /age ( ! c\rse4 ,! outl9+ ( ! plan ( ! essay ) its divisions into sections1 sub-sections1 topics1 subtopics1 & details is excell5t practice4 ,macaulay's essays1 ,burke's 8,spee* on ,conciliation10 & ,web/]'s 8,fir/ ,bunk] ,hill ,oration0 al?\gh1 ( c\rse1 ! latt] two are orations r ?an essays1 af=d mat]ial = ?is k9d ( /udy4 ,burke's 8,spee* on ,conciliation10 al?\gh difficult = "y pupils1 is p>ticul>ly well adapt$ = analysis ( logical /ructure1 & may be us$ to /udy me?ods ( exposition & argum5tation4 ,! elem5ts & qualities ( prose /yle illu/rat$ 9 ! essays %\ld also be consid]$4 ,balance1 p>allelism1 anti!sis1 hyp]bole1 climax1 t]se & epigrammatic expression1 me?ods ( transition & connection1 & simil> elem5ts ( ,macaulay's /yle are suffici5tly obvi\s to be readily recogniz$ by ! high s*ool pupil aft] 8 att5tion has once be5 call$ to !m4 ,! rhetorical qualities ( ,burke's or ,web/]'s /yle are also evid5t en\gh to make possible ! /udy ( !m by high s*ool pupils4 #f4 ,libr>y ,read+ ,! libr>y read+ = ! f\r? ye> c be arrang$ to supplem5t ! "w done 9 class4 ,sev]al /&>d novels1 two or ?ree plays ( ,%akespe>e1 consid]able lyric poetry1 & a numb] ( essays may be assign$ f "t to "t s t ! libr>y & class room read+ w run p>allel4 ,ref]5ce by tea*] & pupils to ^! pieces ( lit]ature by way ( comp>ison ) ^? "u consid]ation1 w lead to a close correlation ( ^! two phases ( ! read+4 #g4 ,composition ,! f\r? ye> is 9 "s respects ! mo/ important = ! "w 9 composition4 ,! ability to write good ,engli% flu5tly1 acquir$ by mo/ ( ! pupils f sev]al ye>s ( con/ant practice2 ! maturity ( ! pupils2 _! l>g] /ock ( k & wid] exp]i5ce2 & ! possibility ( mak+ practical application ( _! ability to write 9 prep>+ orations & debates1 report+ = local newspap]s1 or edit+ ! s*ool publications2 all t5d to make composition a m attractive & significant subject 9 ! f\r? ye> ?an x seems to be at any o!r p]iod ( ! c\rse4 ,! emphasis w naturally be %ift$ f ! me*anical details ( expression :i* necess>ily occupy ! great] portion ( ! "t 9 ! e>li] ye>s ( ! c\rse1 to ! l>g] & m int]e/+ problems ( expression4 ,! /udy ( ! pr9ciples ( exposition & argum5tation1 & ( ! developm5t ( ! !me1 z !y appe> 9 ! plan & outl9e ( ! essay1 take on new significance :5 _! application to ! writ+ ( a debate or a comm5cem5t oration is made cle>4 ,! pupil discov]s t ! p]iodic s5t5ce1 p>allel con/ruction1 climax1 & o!r rhetorical devices1 are effective means t he may use to accompli% 8 ends4 ,= ^? ) lit]>y incl9ations ! /udy ( plot1 *>act]ization1 & poetic =m & expression furni%es new inspiration = _! own "w4 ,! tea*] :o fails to take advantage ( ?is new int]e/ 9 writ+ = practical purposes1 by correlat+ x closely ) all ! ,engli% "w ( ! f\r? ye>1 is los+ ! be/ opportunity ( ! c\rse to tea* ! art ( effective expression4 ,! am\nt ( writt5 "w %\ld be ab\t ! same z 9 ! ?ird ye>2 t is1 a weekly !me ( ab\t #bej words1 or a =tnightly "o ( f #djj to #ejj words2 & a long !me ( f #hjj to #abjj words at int]vals ( six weeks4 ,! subjects *os5 = bo? long & %ort !mes1 9 ! c\rse ( ! ye> %\ld give practice 9 all ! =ms ( disc\rse1 n>ration1 description1 exposition1 & argum5tation1 especially 9 comb9ations z !y are f\nd 9 ! lit]ature t is read 9 & out ( ! class room4 ,! writ+ ( a %ort /ory or ( a *apt] ( a novel proves an int]e/+ =m ( composition :5 fiction is be+ /udi$4 ,! consid]ation ( problems ( "* 9 ! novels & dramas read & /udi$1 p]mits pupils to express _! op9ions 9 essay =m1 :ile debates on que/ions gr[+ out ( class room discussions w give practice 9 argum5tation4 ,! prep>ation ( comm5cem5t essays & orations1 z has already be5 sugge/$1 c readily be made a "p ( !me writ+ dur+ ! second seme/]4 #h4 ,writ+ ( ,v]se ,! writ+ ( v]se has frequ5tly be5 tri$ 9 ! f\r? ye>1 & has g5]ally prov$ an int]e/+ & valuable ex]cise4 ,! read+ ( poetry 9 ! ?ird & f\r? ye>s makes necess>y "s /udy ( metre & v]se =ms1 & ) ! in=mation ?us obta9$ z a basis1 _m pupils1 x has be5 f\nd1 c write cr$itable v]se4 ,ex]cises beg9n+ ) blank v]se1 octosyllabic & h]oic c\plets1 & cont9u+ ) ! quatra91 ! triolet1 ! rondeau1 ! ,sp5s]ian /anza1 & possibly ! sonnet1 c be giv5 f "t to "t 9 place ( weekly !mes & w usually ar\se consid]able int]e/4 ,ef=ts to write v]se1 :e!r entirely successful or n1 give ! pupils a ke5] feel+ = rhyme & rhy?m1 a bett] und]/&+ ( metrical =ms1 & ( ! nature ( poetical composition2 & to t ext5t %\ld height5 _! appreciation ( poetry4 ,,ix ,,outl9e ,,( ,,high ,,s*ool ,,c\rse ,,9 ,,engli% ,! foll[+ outl9e is design$ to %[ 9 g5]al ! am\nt & "* ( ea* "p ( ! ,engli% "w to be consid]$ 9 ea* ye> ( ! c\rse4 ,! ord] 9 :i* ! details are arrang$ 9 ea* ye> is n int5d$ to be ! ord] 9 :i* ^! p>ts ( ! subject are to be tak5 up 9 ! class room4 ,fir/ ,ye> ,a4 ,,composition 7"o-half ( ! "t74 ,i4 ,gramm>1 ,punctuation1 ,capitalization4 #a4 ,"w bas$ on errors 9 pupils' writt5 "w4 #b4 ,occasional review ( g5]al pr9ciples4 ,,ii4 ,s5t5ce4 #a4 ,grammatical con/ruction4 #b4 ,unity4 #c4 ,coh]5ce4 ,,iii4 ,p>agraph4 #a4 ,l5g?4 #b4 ,unity 7topic1 selection ( mat]ial74 #c4 ,coh]5ce 7ord]1 connection74 ,,iv4 ,=ms ( ,disc\rse4 #a4 ,n>ration4 #b4 ,description4 ,v4 ,!me ,writ+4 ,at lea/ "o & n m ?an two1 "o-p>agraph !mes ( f #aej-bjj words1 e week2 to be c>efully correct$ by tea*] & to be rewritt5 by pupil4 ,b4 ,,read+ 7"o-half ( ! "t74 ,%ort /ories & descriptive sket*es4 ,second ,ye> ,a4 ,,composition 7"o-half ( ! "t74 ,i4 ,s5t5ce4 #a4 ,l5g? 7long1 m$ium1 %ort74 #b4 ,rhetorical =m 7loose1 p]iodic1 balanc$74 #c4 ,unity4 #d4 ,coh]5ce4 #e4 ,emphasis4 ,,ii4 ,p>agraph4 #a4 ,unity4 #b4 ,coh]5ce 7subtopics1 ord]1 & connection74 #c4 ,emphasis 7selection1 proportion1 position74 #d4 ,me?ods ( develop+ topic4 ,,iii4 ,:ole ,composition--,unity1 ,coh]5ce1 ,emphasis4 ,,iv4 ,words4 ,v4 ,figures ( ,spee*4 ,,vi4 ,=ms ( ,disc\rse4 #a4 ,n>ration4 #b4 ,description4 #c4 ,exposition4 ,,vii4 ,!me ,writ+4 ,at lea/ "o & n m ?an two1 "o-p>agraph !mes ( f #aej-bjj words1 e week2 & "o f\r or five p>agraph !me ( f #fjj-hjj words1 e six weeks2 bo? long & %ort !mes to be c>efully correct$ by tea*] & to be revis$ or rewritt5 by pupil4 ,b4 ,,read+ 7"o-half74 ,descriptive & expository essays4 ,?ird ,ye> ,a4 ,,read+ 7f\r-fif?s74 #a4 ,hi/ory ( ,engli% ,lit]ature 7"o-fif? to "o-t5? = ( ye>74 #b4 ,hi/ory ( ,am]ican ,lit]ature 7"o-fif? to "o-t5? = ( ye>74 #c4 ,/udy ( selections f repres5tative ,engli% & ,am]ican au?ors 7?ree-fif?s to f\r-fif?s74 ,b4 ,,composition 7"o-fif? to "o-t5?74 ,i4 ,exposition4 #a4 ,k9ds4 #b4 ,me?ods4 ,,ii4 ,/ructure ( ,:ole ,composition4 #a4 ,unity4 #b4 ,coh]5ce 7transition1 connection74 #c4 ,emphasis 7proportion1 position74 ,,iii4 ,words1 figures ( spee*1 s5t5ces1 & p>agraphs4 ,,iv4 ,!me ,writ+4 ,"o %ort !me n exce$+ #ejj words e week2 & "o long !me ( f #gjj-ajjj words e six weeks2 to be c>efully correct$ by tea*] & to be rewritt5 or revis$ by pupil4 ,f\r? ,ye> ,a4 ,,read+ 7f\r-fif?s74 ,/udy ( typical examples ( ! novel1 ! drama1 ! lyric1 & ! essay4 ,b4 ,,composition 7"o-fif?74 ,i4 ,n>ration1 ,description1 & ,exposition4 ,,ii4 ,argum5tation4 ,me?ods4 ,,iii4 ,words1 figures ( spee*1 s5t5ces1 p>agraphs1 & :ole composition4 ,,iv4 ,v]se writ+4 ,v4 ,!me writ+4 ,"o %ort !me n exce$+ #ejj words1 e week2 & "o long !me ( f #hjj-abjj words e eight weeks2 to be c>efully correct$ by tea*] & revis$ or rewritt5 by pupil4 ,x ,,li/ ,,( ,,read+s ,,= ,,f\r ,,ye>s ,! foll[+ li/ conta9s ! college entrance requirem5ts 9 ,engli% = ! ye>s #aijf to #aiaa1 & o!r selections adapt$ = read+ & /udy 9 high s*ool ,engli% classes4 ,! ,roman num]als foll[+ ! titles indicate ! ye> or ye>s ( ! c\rse h]e9 outl9$1 9 :i* ! books may mo/ pr(itably be read3 ,addison's ,de ,cov]ley ,pap]s4 ,,ii1 ,,iii4 ,addison & ,/eele's ,spectator4 ,,ii1 ,,iii4 ,arnold's ,sohrab & ,ru/um4 ,,ii4 ,bacon's ,essays4 ,,iii4 ,blackmore's ,lorna ,doone4 ,,iv4 ,bunyan's ,! ,pilgrim's ,progress1 ,"p ,"o4 ,i1 ,,iii4 ,byron's ,! ,prison] ( ,*illon1 & ,mazeppa4 ,,iii4 ,br[n+'s ,cavali] ,tunes1 ,! ,lo/ ,lead]1 ,h[ ,!y ,br\ght ! ,good ,news f ,gh5t to ,aix1 ,evelyn ,hope1 ,home ,?\ghts ,f ,abroad1 ,home ,?\ghts f ! ,sea1 ,incid5t ( ! ,fr5* ,camp1 ,! ,boy & ! ,angel1 ,"o ,^w ,m1 ,h]v ,riel1 ,pheidippides4 ,,iii4 ,bryant's ,translation ( ! ,iliad & ,odyssey 7selections74 ,i1 ,,ii4 ,burr\gh's ,birds & ,bees1 ,%>p ,eyes1 ,a ,bun* ( ,h]bs1 etc4 ,i1 ,,ii4 ,burke's ,conciliation ,) ,am]ica4 ,,iv4 ,c>lyle's ,essay on ,burns4 ,,iii1 ,,iv4 ,c>lyle's ,h]oes & ,h]o ,wor%ip4 ,,iii1 ,,iv4 ,*auc]'s ,prologue4 ,,iii4 ,col]idge's ,anci5t ,m>9]4 ,,ii1 ,,iii4 ,coop]'s ,la/ ( ! ,mohicans4 ,,ii1 ,,iii4 ,de ,qu9cey's ,joan ( ,arc1 & ,! ,engli% ,mail ,coa*4 ,,iii1 ,,iv4 ,dick5s' ,tale ( ,two ,cities4 ,,ii1 ,,iv4 ,dick5s' ,*ri/mas ,c>ol4 ,i4 ,em]son's ,essays 7select$74 ,,iii1 ,,iv4 ,frankl9's ,autobiography4 ,i1 ,,ii1 ,,iii4 ,mrs4 ,gaskell's ,cran=d4 ,,iii1 ,,iv4 ,george ,eliot's ,silas ,m>n]4 ,,iv4 ,goldsmi?'s ,! ,des]t$ ,village4 ,,ii1 ,,iii4 ,goldsmi?'s ,! ,vic> ( ,wakefield4 ,,ii1 ,,iii4 ,haw?orne's ,h\se ( ! ,sev5 ,gables4 ,,ii1 ,,iii4 ,haw?orne's ,twice ,told ,tales4 ,i4 ,irv+'s ,life ( ,goldsmi?4 ,,ii1 ,,iii4 ,irv+'s ,tales ( a ,travel]4 ,i1 ,,ii4 ,irv+'s ,alhambra4 ,,ii4 ,irv+'s ,sket* ,book4 ,i1 ,,ii4 ,lamb's ,essays ( ,elia4 ,,ii1 ,,iii4 ,l9coln's ,gettysburg ,spee*1 etc4 ,,ii1 ,,iv4 ,longfell['s ,! ,c\rt%ip ( ,miles ,/&i%4 ,i1 ,,ii4 ,l[ell's ,vision ( ,sir ,launfal4 ,,ii4 ,macaulay's ,lays ( ,anci5t ,rome4 ,,ii4 ,macaulay's ,essay on ,addison4 ,,iii1 ,,iv4 ,macaulay's ,"l ,clive4 ,,ii1 ,,iv4 ,macaulay's ,life ( ,johnson4 ,,ii1 ,,iv4 ,milton's ,lycidas1 ,comus1 ,l',allegro1 & ,,ii ,p5s]oso4 ,,iii1 ,,iv4 ,palgrave's ,gold5 ,treasury 7,fir/ ,s]ies7 ,books ,,ii & ,,iii ) special att5tion to ,dryd51 ,coll9s1 ,gray1 ,c[p]1 & ,burns4 ,,iii1 ,,iv4 ,palgrave's ,gold5 ,treasury 7,fir/ ,s]ies7 ,book ,,iv ) special att5tion to ,wordswor?1 ,keats1 & ,%elley4 ,,iii1 ,,iv4 ,poe's ,poems4 ,,iii1 ,,iv4 ,poe's ,%ort ,/ories4 ,,ii1 ,,iii4 ,pope's ,! ,rape ( ! ,lock4 ,,iii4 ,pope's ,essay on ,man & ,essay on ,criticism4 ,,iii4 ,rusk9's ,sesame & ,lilies4 ,,ii1 ,,iii4 ,scott's ,ivanhoe1 ,lady ( ! ,lake1 & ,qu5t9 ,durw>d4 ,,ii1 ,,iii4 ,%akesp]e's ,julius ,caes>4 ,,ii1 ,,iii4 ,%akesp]e's ,macbe?4 ,,iv4 ,%akesp]e's ,z ,y ,l ,x1 ,h5ry ,v41 ,twelf? ,night1 & ,midsumm] ,night's ,dream4 ,,iii4 ,%akesp]e's ,m]*ant ( ,v5ice4 ,,ii1 ,,iii4 ,sp5s]'s ,fa]ie ,que5e 7selections74 ,,iii4 ,/ev5son's ,treasure ,isl&4 ,i1 ,,ii4 ,?oreau's ,succession ( ,=e/ ,trees4 ,i1 ,,ii4 ,t5nyson's ,g>e? & ,lynette1 ,lancelot & ,ela9e1 ,! ,pass+ ( ,ar?ur4 ,,ii1 ,,iii4 ,?ack]ay's ,h5ry ,esmond4 ,,iv4 ,w>n]'s ,a-,hunt+ ( ! ,de]4 ,i4 ,wa%+ton's ,f>ewell ,address4 ,,ii1 ,,iv4 ,web/]'s ,fir/ ,bunk] ,hill ,oration4 ,,ii1 ,,iv4 ,,xi ,,outl9e ,,= ,,! ,,/udy ,,( ,,composition ,,& ,,/yle ,! foll[+ is a fairly complete outl9e ( ! ess5tial elem5ts ( rhetorical !ory z appli$ 9 composition "w & 9 a /udy ( /ructure & /yle4 ,z su*1 x is design$ prim>ily = ! tea*] :o desires to review any "p ( ! subject 9 prep>ation = tea*+ composition4 ,_m portions may be us$ 9 ! class room 9 a simplifi$ =m1 to supplem5t or summ>ize p>ts ( ! text-books 9 rhetoric & composition4 ,! books to :i* ref]5ces are giv5 are 9 g5]al ! mo/ conv5i5t & compreh5sive manuals = ! p>ticul> p>ts ( ! subject ) :i* ea* deals4 ,! ref]5ces z abbreviat$ 9 ! outl9e are z foll[s3 7,p71 ,pe>son1 ,pr9ciples ( ,composition4 ,hea?1 ,bo/on 74#ej74 7,w71 ,b>rett ,w5dell1 ,engli% ,composition4 ,scribn]1 ,new ,york4 7#a4ej74 7,m71 ,m9to1 ,manual ( ,engli% ,prose ,lit]ature4 ,g9n1 ,new ,york4 7#a4ej74 7,c71 ,cairns1 ,=ms ( ,disc\rse4 ,g9n1 ,new ,york4 7#a4ae74 7,,bi1 ,,bii71 ,ba91 ,engli% ,composition & ,rhetoric1 #b ,vols4 ,am]ican ,book ,co41 ,new ,york4 7#a4bj a vol474 #a4 ,:ole ,composition ,i4 ,,subject4 #a4 ,:at is x8 #b4 ,is x indicat$ by title8 #c4 ,is x /at$ at ! beg9n+8 #d4 ,is x proportionate to ! l5g? ( ! composition8 ,p4 #aa-ab4 ,,ii4 ,,purpose4 #a4 ,:at is x8 #b4 ,is x /at$8 #c4 ,is x accompli%$8 ,,iii4 ,,int]e/4 #a4 ,is x an int]e/+ subject8 #b4 ,is x made int]e/+8 #c4 ,h[ is x made int]e/+8 ,,iv4 ,,k9d ,,( ,,composition4 #a4 ,n>ration1 ,description1 ,exposition1 ,argum5tation1 or ,p]suasion8 #b4 ,a comb9ation ( =ms8 ,v4 ,,plan4 #a4 ,:at are ! ma9 divisions ( ! composition8 #b4 ,h[ is ! subject introduc$8 #c4 ,:at are ! subdivisions 9 ! body ( ! composition8 #d4 ,h[ is ! composition conclud$8 ,,vi4 ,,title4 #a4 ,accurate8 #b4 ,concise8 #c4 ,attractive8 ,p4 #ab-ac4 ,a4 ,,unity4 ,p4 #ae-be4 ,w4 #aee-afb4 #a4 ,selection ( ,mat]ial4 a4 ,subject & ,purpose8 ,violations ( unity ( selection4 7#a7 ,false ,introduction4 ,p4 #ah4 7#b7 ,tag ,conclusion4 ,p4 #db4 7#c7 ,digressions4 ,p4 #bj4 #b4 ,unity ( ,expression4 a4 ,po9t ( ,view8 ,p4 #be4 a4 ,po9t ( view evid5t8 ,p4 #be4 ,b4 ,,coh]5ce4 ,p4 #bf-cc4 ,w4 #afb-agh4 #a4 ,arrangem5t4 ,w4 #afb-aff4 a4 ,ord] ( p>ts ( composition4 ,p4 #bf4 b4 ,arrangem5t evid5t8 ,p4 #bi4 c4 ,ann\ncem5t4 ,p4 #ca4 d4 ,summ>y4 ,p4 #cj4 cf4 ,p4 #dd4 #b4 ,connection4 ,w4 #agc-agh4 a4 ,devices = ,transition & ,connection4 7#a7 ,transition words1 phrases1 & s5t5ces4 7#b7 ,transition p>agraphs4 ,p4 #cj4 7#c7 ,repetition4 7#d7 ,p>allel con/ruction4 ,w4 #agd4 7#e7 ,retrospective & prospective ref]5ce4 ,c4 ,,emphasis4 ,p4 #cd-de4 ,w4 #aff-agb4 #a4 ,selection ( ,mat]ial4 ,p4 #cd4 a4 ,important details *os58 #b4 ,proportion4 ,p4 #cd4 a4 ,p>ts giv5 space proportionate to _! importance8 #c4 ,arrangem5t4 ,p4 #ch-dc4 a4 ,important p>ts 9 emphatic positions8 a4 ,at end4 b4 ,at beg9n+4 c4 ,summ>y4 d4 ,climax4 e4 ,anti!sis4 #b4 ,p>agraphs ,p4 #ec-fj4 ,w4 #aad-adi4 ,m4 #aa2 #ec-ee2 #hi-ig2 #aeb4 ,,bi1 #ia-acd4 ,a4 ,,=m4 #a4 ,relat$ ,p>agraph4 #b4 ,indep5d5t ,p>agraph4 #c4 ,transition ,p>agraph4 #d4 ,p>agraph 9 ,conv]sation4 ,b4 ,,l5g?4 ,w4 #aba-abf4 #a4 ,%ort--#ajj words or less4 #b4 ,m$ium--#ajj-cjj words4 #c4 ,long--#cjj words or m4 ,c4 ,,unity4 ,p4 #ec-fj4 ,w4 #abb-abf4 ,i4 ,topic4 #a4 ,def9ition ( ,topic 7i4 e4 det]m9ation ( its limits74 #b4 ,division ( ,topic 7i4 e4 subtopics74 #c4 ,topic ,s5t5ce4 ,p4 #eg4 ,w4 #abd4 #d4 ,d fir/ & la/ s5t5ces give sub/ance ( ! p>agraph8 ,p4 #ga-ge4 ,w4 #abh4 ,,ii4 ,selection ( ,mat]ial4 #a4 ,topic & subtopics8 #b4 ,po9t ( ,view8 ,violations ( unity ( selection4 7#a7 ,false ,beg9n+4 cf4 ,p4 #ah4 7#b7 ,tag ,conclusion4 cf4 ,p4 #db4 7#c7 ,digressions4 ,p4 #ef-eg4 ,,iii4 ,unity ( ,expression 7cf4 ,p>agraph ,coh]5ce74 #a4 ,uni=mity ( ,con/ruction4 ,violations4 7#a7 ,ne$less *ange ( voice or t5se ( v]bs4 7#b7 ,ne$less *ange ( subject ( s5t5ces4 ,d4 ,,coh]5ce4 ,p4 #fa-gj4 ,w4 #acc-adf4 ,i4 ,arrangem5t4 ,p4 #fa-fe4 ,,bi1 #aad-abj4 #a4 ,ord] ( ,p>ts4 a4 ,relat$ ideas br\ght toge!r8 ,w4 #ace4 #b4 ,arrangem5t evid5t8 a4 ,subtopic & transition s5t5ces4 ,,ii4 ,connection4 ,p4 #fe-gj4 ,w4 #adb-adf4 ,,bi1 #id-ajh4 #a4 ,devices = ,coh]5ce4 a4 ,connective words1 phrases1 & clauses4 b4 ,transition s5t5ces4 c4 ,repetition4 d4 ,p>allel con/ruction4 ,w4 #acg-adb4 e4 ,retrospective & prospective ref]5ce4 #b4 ,position ( ,connectives4 ,w4 #add4 a4 ,at beg9n+ ( s5t5ces4 b4 ,imb$d$ 9 mid/ ( s5t5ces4 ,e4 ,,emphasis4 ,p4 #ga4 ,w4 #abf-acc4 ,,bi1 #aba-acd4 ,i4 ,selection ( ,mat]ial4 #a4 ,mo/ important p>ts *os58 cf4 ,p4 #cd4 ,,ii4 ,proportion4 ,w4 #aca4 cf4 ,p4 #cd4 #a4 ,p>ts giv5 space proportionate to _! importance8 ,,iii4 ,arrangem5t4 ,p4 #ga-gh4 ,w4 #abf-aca4 #a4 ,position ( p>ts4 #b4 ,position ( important p>ts4 a4 ,at end4 b4 ,at beg9n+4 c4 ,climax4 d4 ,summ>y4 e4 ,anti!sis4 ,f4 ,,v>iety4 #a4 ,9 s5t5ce con/ruction4 a4 ,grammatical4 b4 ,rhetorical4 #b4 ,9 s5t5ce beg9n+s4 #c4 ,9 devices = coh]5ce4 #d4 ,9 devices = emphasis4 #c4 ,s5t5ces ,p4 #hc-aaf4 ,w4 #gf-aac4 ,m4 #c-aa2 #ej-ec2 #hg-hi2 #adi-aeb4 ,,bi1 #ee-ij4 ,a4 ,,l5g?4 ,w4 #hd2 #hi-id4 ,m4 #g4 ,,bi1 #hd-he4 ,i4 ,%ort ,s5t5ce--#ae words or less4 #a4 ,use2 e4 g43-- a4 ,s+le %ort s5t5ce4 a4 ,topic s5t5ce4 b4 ,subtopic s5t5ce4 c4 ,conclusion4 d4 ,transition s5t5ce4 e4 ,= emphasis4 b4 ,s]ies ( %ort s5t5ces2 e4 g43-- a4 ,rapidity4 b4 ,excitem5t & susp5se4 c4 ,abruptness2 /accato effect4 ,,ii4 ,m$ium ,s5t5ce--#ae-cj words4 ,,iii4 ,long ,s5t5ce--#cj words or m4 #a4 ,use2 e4 g43-- a4 ,to gr\p m9or details4 b4 ,climax4 c4 ,rhy?mical effect4 ,b4 ,,con/ruction4 ,i4 ,grammatical4 #a4 ,simple4 #b4 ,complex4 #c4 ,comp\nd4 ,,ii4 ,rhetorical4 #a4 ,loose ,s5t5ce4 ,p4 #hf-hi4 ,w4 #hd-hi4 ,,bi1 #ee-fc4 a4 ,effect & use ( loose s5t5ce4 #b4 ,p]iodic ,s5t5ce4 ,p4 #hf2 #ajf-aab4 ,w4 #hd-hi4 ,m4 #d4 a4 ,means = secur+ p]iodic effect4 a4 ,ess5tial p>ts at end ( s5t5ce4 b4 ,phrases & dep5d5t clauses at beg9n+4 c4 ,use ( correlatives4 b4 ,effect & use ( p]iodic s5t5ces4 #c4 ,balanc$ ,s5t5ce4 ,p4 #aab4 ,w4 #ie4 ,m4 #h4 ,,bi1 #ff-gd4 a4 ,means = secur+ balanc$ effect4 a4 ,p>allelism4 b4 ,use ( correlatives4 b4 ,effect & use ( balanc$ s5t5ces2 e4 g43-- a4 ,anti!sis4 b4 ,epigrammatic expression4 ,c4 ,,unity4 ,p4 #hc-ic4 ,w4 #if-ii4 ,m4 #aj4 ,,bi1 #he-ij4 ,i4 ,unity ( ,?\ght4 ,violations4 7#a7 ,digression4 7#b7 ,sep>ation ( p>ts ( ?\ght into indep5d5t s5t5ces4 ,p4 #hi-ib4 ,,ii4 ,unity ( ,expression4 7cf4 ,s5t5ce ,coh]5ce74 #a4 ,relation ( ,p>ts4 a4 ,grammatical con/ruction evid5t8 b4 ,p>allelism ( con/ruction4 ,p4 #ajb-c4 c4 ,subord9ation 9 pr$ication4 ,p4 #hf4 ,w4 #ajh-i4 d4 ,impli$ pr$icate 7no s5t5ce74 ,d4 ,,coh]5ce4 ,p4 #id-ajd4 ,w4 #aje-aaj4 ,i4 ,ord]4 ,w4 #aje-ajf4 #a4 ,collocation accurate8 7i4e4 words closely relat$ 9 ?\ght plac$ toge!r74 a4 ,modifi]s 9 accurate relation to modifi$ elem5ts8 ,violations4 7#a7 ,squ9t+ con/ruction4 7#b7 ,p>ticiple 9 false relation4 7#c7 ,misplac$ adv]bial modifi]4 b4 ,ref]5ce exact8 ,p4 #id-if4 ,violations4 7#a7 ,ambigu\s ref]5ce4 7#b7 ,no antec$5t4 7#c7 ,disagreem5t4 c4 ,correlatives prop]ly plac$8 ,p4 #ajj-aja4 d4 ,collocation close8 ,violation4 7#a7 ,awkw>d sep>ation ( ess5tial p>ts4 ,,ii4 ,con/ruction 7i4 e4 elem5ts simil> 9 significance simil> 9 =m74 ,p4 #ajb-ajd4 a4 ,balance4 b4 ,p>allel con/ruction4 ,violations4 7#a7 ,ne$less *ange ( voice or t5se ( v]bs4 7#b7 ,ne$less *ange ( grammatical subject4 ,,iii4 ,connection4 ,w4 #ajh-aaj4 a4 ,accurate expression ( relation ( p>ts by connectives4 7#a7 ,subord9ation indicat$8 7cf4 subord9ation 9 pr$ication "u s5t5ce unity4 ,p4 #hf74 7#b7 ,co-ord9ation accurately express$8 ,e4 ,,emphasis4 ,p4 #aje-aae4 ,w4 #ii-ajc4 ,,bi1 #gd-hd4 ,i4 ,arrangem5t ( ,p>ts4 #a4 ,important p>ts 9 emphatic positions8 a4 ,at beg9n+4 b4 ,at end4 c4 ,9 o!r positions m emphatic4 #b4 ,susp5se--p]iodic effect4 #c4 ,anti!sis--balanc$ con/ruction4 #d4 ,climax4 ,p4 #aac4 ,,ii4 ,subord9ation 9 ,pr$ication1 7cf4 ,s5t5ce ,unity4 ,p4 #hf47 #d4 ,words ,p4 #aai-abi4 ,w4 #ej-ge4 ,m4 #a-c2 #di-ej2 #hg2 #adg-adi4 ,,bi1 #bg-ed4 ,a4 ,,vocabul>y4 ,i4 ,size4 #a4 ,actual8 #b4 ,relative8 ,w4 #ej-eb4 ,,ii4 ,range4 #a4 ,n>r[ or wide8 7cf4 ,k9ds ( words47 ,,iii4 ,"*4 #a4 ,g5]al classes ( words4 a4 ,long or %ort8 ,w4 #eg-eh4 b4 ,anglo-,saxon or classical8 ,w4 #eb-eg4 c4 ,common or le>n$8 d4 ,g5]al or specific8 ,p4 #aba-abi4 ,w4 #eh-fj4 e4 ,connotative or d5otative8 ,w4 #ga-ge4 #b4 ,k9ds ( words4 a4 ,lit]>y4 b4 ,sci5tific4 c4 ,te*nical4 d4 ,colloquial4 e4 ,cant4 f4 ,slang4 g4 ,co9$4 h4 ,ar*aic4 i4 ,=eign4 #e4 ,figures ( ,spee* ,m4 #aa-ad2 #ee-fj2 #ig-ajd2 #aeb-aei4 ,,bi1 #ace-bcc4 7,see ,bradley1 ,classification ( ,rhetorical ,figures1 ,mod]n ,language ,notes1 ,vol4 ,i1 pp4 #bhj-bhd47 ,a4 ,,t]m ,,figures 7acc5tuat$ designation ( object ( ?\ght74 ,i4 ,figure ( ,contra/4 #a4 ,anti!sis4 ,,ii4 ,figures ( ,resemblance4 #a4 ,simile 7resemblance affirm$74 #b4 ,metaphor 7resemblance assum$74 #c4 ,p]sonification 7resemblance ( inanimate to animate74 ,,iii4 ,figures ( ,contiguity & ,association4 #a4 ,synecdo*e 7"p & :ole1 g5us & species74 #b4 ,antonomasia 7individual ) type ( its class74 #c4 ,metonymy 7sign or symbol1 cause & effect74 #d4 ,transf]r$ epi!t 7fanci$ sympa?y or p>ticipation74 ,b4 ,,modal ,,figures 7acc5tuat$ /atem5t ( proposition74 ,i4 ,int]rogation4 ,,ii4 ,exclamation4 ,,iii4 ,apo/rophe 7abs5t address$ z if pres5t74 ,,iv4 ,vision 7abs5t repres5t$ z if pres5t74 ,v4 ,hyp]bole 7/atem5t /rong] ?an int5t74 ,,vi4 ,innu5do 7/atem5t weak] ?an int5t74 ,,vii4 ,irony 7/atem5t negatory to int5t74 ,c4 ,,s5t5ce ,,& ,,p>agraph ,,figures 7,co-ord9ation & gradation ( t]ms or propositions73 ,i4 ,figures ( ,co-ord9ation4 #a4 ,balance4 #b4 ,p>allelism4 ,,ii4 ,figures ( ,gradation4 #a4 ,climax 7asc5d+ s]ies74 #b4 ,anticlimax 7desc5d+ s]ies74 #f4 ,qualities ( ,/yle ,a4 ,,intellectual ,,qualities4 ,m4 #ae-ai2 #fj-fh2 #ajd-aji2 #aei-afa4 ,w4 #aic-bcc4 ,,bi1 #bcc-beg4 ,i4 ,simplicity4 ,relation to elem5ts ( /yle4 ,,ii4 ,cle>ness4 ,relation to elem5ts ( /yle4 #a4 ,p]spicuity 7g5]al cle>ness74 #b4 ,precision 7m9ute cle>ness74 ,b4 ,,emotional ,,qualities4 ,m4 #ai-bc2 #fd-ha2 #aji-aae2 #afb-afg4 ,w4 #bcd4 ,i4 ,/r5g?4 ,relation to elem5ts ( /yle4 #a4 ,animation1 vivacity1 livel9ess1 rapidity4 #b4 ,n]ve1 vigor1 =ce1 en]gy1 f]vor4 #c4 ,dignity1 /atel9ess1 spl5dor1 gr&eur1 magnific5ce1 l(t9ess1 sublimity4 ,,ii4 ,pa?os4 ,m4 #bj4 ,,iii4 ,! ,ludicr\s4 ,m4 #bc4 ,,bii1 #bcf-bgi4 #a4 ,humor4 #b4 ,wit4 #c4 ,satire4 ,c4 ,,ae/hetic ,,qualities4 ,m4 #bc-bf2 #ga-gb2 #aae2 #afg-afi4 ,,bii1 #bhj-bid4 ,w4 #bgb-cjg4 ,i4 ,melody 7s\nd or modulation74 ,,ii4 ,h>mony 7s\nd expressive ( s5se74 ,,iii4 ,ta/e4 #g4 ,=ms ( ,disc\rse ,a4 ,,n>ration4 ,c4 #eh-aab4 ,i4 ,k9d4 #a4 ,n>ration )\t plot4 ,c4 #eh-fg4 #b4 ,n>ration ) plot4 ,c4 #fg-ic4 ,,ii4 ,=m4 ,c4 #ei2 #gh-hh4 ,,iii4 ,purpose4 ,c4 #ei2 #fh4 ,,iv4 ,int]e/4 ,c4 #fe-fh2 #fi-ga4 ,v4 ,me?ods4 #a4 ,numb] & *oice ( details4 ,c4 #fc-fd2 #hi-ij4 #b4 ,ord] ( details4 ,c4 #fe2 #hh-hi4 a4 ,beg9n+4 ,c4 #fe2 #hf-hh4 b4 ,developm5t4 ,c4 #fe-ff2 #gd-gh4 c4 ,culm9ation4 ,c4 #fg4 #c4 ,diction4 ,c4 #ff-fg2 #ia4 ,b4 ,,description4 ,c4 #aac-afi4 ,i4 ,k9d4 #a4 ,circum/antial4 ,c4 #adb4 #b4 ,dynamic4 ,c4 #adc4 #c4 ,sugge/ive4 ,c4 #add4 #d4 ,objective4 ,c4 #adh4 #e4 ,subjective4 ,c4 #adi4 ,,ii4 ,subject4 ,c4 #abc-adb4 ,,iii4 ,purpose4 ,c4 #aac2 #adg4 ,,iv4 ,me?ods4 #a4 ,po9t ( view4 #b4 ,numb] & *oice ( details4 ,c4 #adg-adi4 #c4 ,arrangem5t ( details4 ,c4 #aea4 #d4 ,diction4 ,c4 #aec4 ,c4 ,,exposition4 ,c4 #agj-bbf4 ,i4 ,k9d4 #a4 ,subject4 a4 ,sci5tific or te*nical4 b4 ,popul>4 #b4 ,treatm5t4 a4 ,sci5tific or te*nical4 b4 ,popul>4 ,,ii4 ,=m4 ,c4 #agj2 #aid-bjg4 ,,iii4 ,purpose4 ,c4 #agj-aga4 ,,iv4 ,me?ods = ,t]m4 ,c4 #agb4 #a4 ,def9ition4 ,c4 #agb-agd4 a4 ,logical def9ition4 ,c4 #agd-agh4 7#a7 ,complete logical def9ition4 7#b7 ,incomplete logical def9ition4 ,c4 #ahb4 b4 ,incomplete def9ition4 ,c4 #agh-ahf4 7#a7 ,repetition 7synonyms74 ,c4 #agi4 7#b7 ,exclusion 7:at n74 7#c7 ,comp>ison4 ,c4 #ahj-ahb4 7#d7 ,contra/4 ,c4 #ahj-ahb4 7#e7 ,example4 ,c4 #agi4 7#f7 ,logical description 7p>ticul>s & details74 ,c4 #ahe-ahf4 #b4 ,division4 ,c4 #ahf-aia4 a4 ,classification4 ,c4 #ahg-aij4 b4 ,p>tition4 ,c4 #aij-aia4 ,v4 ,me?ods = ,proposition4 ,c4 #aia-aid4 #a4 ,exposition ( t]ms 7cf4 ,me?ods = t]m74 #b4 ,repetition4 #c4 ,obv]se4 #d4 ,example4 #e4 ,analogy4 ,,xii ,,bibliography #a4 ,! ,tea*+ ( ,engli% ,a bibliography ( "s ?irty pages consi/+ ( all ! important books1 pamphlets1 & magaz9e articles publi%$ be=e #aijc1 t treat ( ! diff]5t phases ( ,engli% "w 9 elem5t>y & second>y s*ools is app5d$ to ,c>p5t]1 ,bak]1 & ,scott's 8,! ,tea*+ ( ,engli%01 & w be ( great assi/ance to ^? :o desire mat]ial on any "p ( ! "w s9ce ! ref]5ces are classifi$ "u su* heads z1 rhetoric & composition1 lit]ature1 gramm>1 spell+1 college entrance requirem5ts1 etc4 ,! volumes ( ! educational p]iodicals su* z 8,education01 8,educational ,review01 8,s*ool ,review01 etc41 t h appe>$ s9ce #aijc1 also conta9 _m articles on ,engli% "w4 ,! foll[+ are ! mo/ important books on ! tea*+ ( ,engli% 9 ! high s*ool3 ,c>p5t]1 ,g4 ,r41 ,bak]1 ,f4 ,t41 & ,scott1 ,f4 ,n4 ,! ,tea*+ ( ,engli%1 ,longmans1 ,gre5 & ,co41 ,new ,york1 #aijc4 7#a4ej74 ,! be/ discussion ( e phase ( ,engli% "w 9 elem5t>y & second>y s*ools1 ) excell5t bibliographies4 ,*ubb1 ,p]cival4 ,! ,tea*+ ( ,engli%1 ,macmillan1 ,new ,york1 #aijb4 7#a4jj74 ,a valuable discussion ( ! aims1 ideals1 & me?ods 9 tea*+ ,engli% 9 elem5t>y & second>y s*ools4 ,h9sdale1 ,b4 ,a4 ,tea*+ ! ,language-,arts3 ,spee*1 ,read+1 ,composition4 ,appleton1 ,new ,york1 #ahif4 7#a4jj74 ,a compreh5sive treatm5t ( all ! elem5ts 9 ! /udy ( language4 ,laurie1 ,s4 ,s4 ,lectures on ,language & ,l+ui/ic ,me?od 9 ! ,s*ool4 #b;d edition1 revis$4 ,macmillan1 ,new ,york1 #ahic4 7#a4jj74 ,an excell5t pres5tation ( ! value1 ! purposes1 & ! me?ods ( language /udy4 ,report ( ,committee on ,second>y ,s*ool ,/udies 7,! ,committee ( ,t57 ,u4 ,s4 ,bureau ( ,education1 ,wa%+ton1 #ahic4 ,?is report has be5 ! basis ( mo/ ( ! pres5t c\rses 9 ,engli% = second>y s*ools4 ,o!r books be>+ m or less directly on ! tea*+ ( p>ts ( ! ,engli% "w are3 ,bates1 ,arlo4 ,talks on ,tea*+ ,lit]ature4 ,h\ghton1 ,miffl9 ,co4 7#a4ej74 ,practical me?ods are giv5 = tea*+ lit]ature 9 ! high s*ool4 ,bates1 ,arlo4 ,talks on ! ,/udy ( ,lit]ature4 ,h\ghton1 ,miffl9 ,co4 7#a4ej74 ,bates1 ,arlo4 ,talks on ,writ+ ,engli%4 ,fir/ & ,second ,s]ies4 ,h\ghton1 ,miffl9 ,co4 7#a4ej a vol474 ,corson1 ,h4 ,aims ( ,lit]>y ,/udy4 ,macmillan4 74#ge74 ,corson1 ,h4 ,voice & ,spiritual ,education4 ,macmillan4 74#ge74 ,copel& & ,ride\t4 ,fre%man ,engli% & ,!me ,correction at ,h>v>d ,college4 ,silv]1 ,burdett ,co4 7#a4jj74 ,"s ( ! sugge/ions = !me writ+ & !me correct+ c be adapt$ to high s*ool composition4 ,palm]1 ,g4 ,h4 ,self-cultivation 9 ,engli%4 ,cr[ell4 74#ce74 #b4 ,lit]ature ,! foll[+ li/ conta9s ! /&>d hi/ories ( ,engli% & ,am]ican lit]ature1 ! biographical & critical works on "s ( ! writ]s to :om especially att5tion is g5]ally giv51 & volumes on ! hi/ory & developm5t ( ! v>i\s types ( lit]ature4 ,brooke1 ,/op=d4 ,engli% ,lit]ature to ! ,norman ,conque/4 ,macmillan4 7#a4ej74 ,a review ( ,anglo-,saxon lit]ature ) translations ( _m ,anglo-,saxon poems4 ,cook1 ,a4 ,s4 & ,t9k]1 ,c4 ,translations ( ,old ,engli% ,poetry4 ,g9n4 7#a4jj74 ,translations ( p>ts ( ,be[ulf & ( all ! important ,anglo-,saxon poems4 ,s*(ield1 ,w4 ,h4 ,engli% ,lit]ature f ! ,norman ,conque/ to ,*auc]4 ,macmillan4 7#a4ej74 ,sa9tsbury1 ,g4 ,hi/ory ( ,elizabe?an ,lit]ature4 7#aeeg-affj74 ,macmillan4 7#a4ej74 ,gosse1 ,e4 ,eighte5? ,c5tury ,lit]ature4 7#affj-aghj74 ,macmillan4 7#a4ej74 ,sa9tsbury1 ,g4 ,hi/ory ( ,n9ete5? ,c5tury ,lit]ature4 7#aghj-ahie74 ,macmillan4 7#a4ej74 ,w>d1 ,h4 ,engli% ,poets1 #d vols4 ,macmillan4 7,/ud5ts' edition #d4jj74 ,brief biographies1 good criticisms1 & repres5tative selections ( all ! ,engli% poets f ,*auc] to ,t5nyson4 ,bronson1 ,w4 ,c4 ,hi/ory ( ,am]ican ,lit]ature4 ,hea?4 74#ij74 ,a good h&book = ,am]ican lit]ature4 ,w5dell1 ,b4 & ,gre5\gh1 ,c4 ,n4 ,hi/ory ( ,lit]ature 9 ,am]ica4 ,scribn]4 7#a4dj47 ,a good %ort hi/ory ( ,am]ican lit]ature4 ,poll>d1 ,a4 ,w4 ,*auc] ,prim]4 ,macmillan4 74#ce74 ,a conv5i5t little h&book on ,*auc]'s life & "w4 ,sweet1 ,h4 ,second ,middle ,engli% ,prim]4 ,ox=d ,univ4 ,press4 74#ej74 ,a v good h&book = ! pronunciation ( ,*auc] ) a phonetic transcription ( ! ,prologue to ! ,cant]bury ,tales4 ,d[d51 ,e4 ,%akespe>e ,prim]4 ,am]ican ,book ,co4 74#ce74 ,a v useful little manual ( ,%akespe>ean criticism4 ,lee1 ,sidney4 ,life ( ,%akespe>e4 ,macmillan4 7#a4ge74 ,an invaluable critical analysis ( all biographical mat]ial relat+ to ,%akespe>e4 ,m\lton1 ,r4 ,g4 ,%akespe>e z a ,dramatic ,arti/4 ,ox=d ,univ4 ,press4 7#a4ij74 ,a detail$ consid]ation ( ! motives1 plots1 & *>act]s ( a numb] ( ,%akespe>e's plays4 ,symonds1 ,j4 ,a4 ,%akespe>e's ,pr$ecessors 9 ! ,engli% ,drama4 ,scribn]4 7#b4jj74 ,an excell5t acc\nt ( ! orig9 & ! developm5t ( ! ,engli% drama4 ,bak]1 ,g4 ,p4 ,! ,developm5t ( ,%akespe>e z a ,dramati/4 ,macmillan4 7#a4ge74 ,a discussion ( ! ,elizabe?an /age1 ! public1 & o!r conditions 9 relation to ! developm5t ( ,%akespe>e's dramatic art4 ,freytag1 ,g4 ,! ,te*nique ( ! ,drama4 ,scott1 ,=esman ,co41 ,*icago4 7#a4ej74 ,a comp>ative /udy ( drama z a lit]>y =m ) consid]able discussion ( ! plays ( ,%akespe>e4 ,raleigh1 ,w4 ,hi/ory ( ! ,engli% ,novel4 ,scribn]4 7#a4be74 ,an int]e/+ acc\nt ( ! developm5t ( ! ,engli% novel to ,scott4 ,cross1 ,w4 ,l4 ,! ,developm5t ( ! ,engli% ,novel4 ,macmillan4 7#a4ej47 ,a hi/ory ( ,engli% fiction f ! ,ar?urian romance to ,/ev5son4 ,p]ry1 ,bliss4 ,a ,/udy ( ,prose ,fiction4 ,h\ghton1 ,miffl9 ,co4 7#a4be74 ,a sugge/ive discussion ( plot1 *>act]s1 sett+ & o!r elem5ts 9 ! novel & %ort /ory1 ) sugge/ions = orig9al "w 9 con/ruction & analysis4 ,ald51 ,r4 ,m4 ,specim5s ( ,engli% v]se4 ,holt4 7#a4be74 ,a practical h&book ( poetics ) num]\s selections4 ,gayley1 ,c4 ,m4 ,classic ,my?s 9 ,engli% ,lit]ature4 ,g9n4 7#a4ej74 ,an excell5t collection ( ,greek1 ,roman1 ,norse1 & ,g]man my?ological /ories4 #c4 ,language & ,gramm> ,sweet1 ,h4 ,new ,engli% ,gramm>2 ,vol4 ,i41 ,phonology & ,accid5ce4 7#b4fj74 ,vol4 ,,ii4 ,syntax4 74#ij74 ,ox=d ,univ4 ,press4 ,! mo/ complete logical & hi/orical gramm>4 ,em]son1 ,o4 ,f4 ,hi/ory ( ! ,engli% ,language4 ,macmillan4 7#a4be74 ,gre5\gh & ,kittr$ge4 ,words & _! ,ways 9 ,engli% ,spee*4 ,macmillan4 7#a4aj74 ,an int]e/+ popul> acc\nt ( ! orig9 & developm5t ( language & ( *anges 9 ! mean+ ( words4 ,tr5*1 ,r4 ,c4 ,! ,/udy ( ,words4 ,arm/rong1 ,n4 ,y4 7#a4jj74 ,an excell5t introduction to ! /udy ( ! developm5t ( ! mean+ ( words4 #d4 ,rhetoric & ,composition ,ba91 ,a4 ,engli% ,composition & ,rhetoric4 #b vols4 ,am]ican ,book ,co4 7#a4bj a vol474 ,a discussion1 ) num]\s illu/rations1 ( all ! elem5ts & qualities ( /yle 9 prose & poetry4 ,brew/]1 ,w4 ,t4 ,/udies 9 ,/ructure & ,/yle4 ,macmillan4 7#a4aj74 ,an analysis ( ! /ructure & /yle ( sev5 mod]n ,engli% essays4 ,cairns1 ,w4 ,b4 ,=ms ( ,disc\rse4 ,g9n4 7#a4ae74 ,a consid]ation ( ! v>i\s =ms ( n>ration1 description1 exposition1 argum5tation1 & p]suasion4 ,g5ung1 ,j4 ,f4 ,work+ ,pr9ciples ( ,rhetoric4 ,g9n4 7#a4dj74 ,a compreh5sive discussion ( rhetorical pr9ciples4 ,m9to1 ,w4 ,manual ( ,engli% ,prose ,lit]ature4 ,g9n4 7#a4ej74 ,a detail$ analysis ( ! /yles ( ,macaulay1 ,de ,qu9cey1 & ,c>lyle1 ) brief] discussions ( ! /yle ( all ,engli% prose writ]s to ! beg9n+ ( ! n9ete5? c5tury4 ,scott1 ,f4 ,n4 & ,d5ney1 ,j4 ,v4 ,p>agraph-,writ+4 ,allyn & ,bacon4 7#a4jj47 ,an int]e/+ discussion ( p>agraph /ructure ) _m examples4 ,w5dell1 ,b>rett4 ,engli% ,composition4 ,scribn]4 7#a4ej74 ,a sugge/ive explanation ( ! pr9ciples ( unity1 coh]5ce1 & mass or emphasis4 ---------------------------------------- -------------------------------- ,,transcrib]',s ,,notes #a4 ,sil5tly correct$ obvi\s typographical errors & v>iations 9 spell+4 #b4 ,reta9$ ar*aic1 non-/&>d1 & unc]ta9 spell+s z pr9t$4 #c4 ,enclos$ italics font 9 und]scores4