Composition In The High School The First And Second Years Classic Reprint

Excerpt from Composition in the High School, the First and Second Years This bulletin confesses to an extremely restricted and definite aim. It is designed to be of some service, however slight, to those teachers in the State of Wisconsin, who through lack of experience, or the pressure of too numerous duties, have felt the need of some specific suggestions as to the matter and the method to be used in conducting the work in English composition, during the first and second high school years. What is said here applies particularly to the work in the smaller high schools, since it is in such schools that the instructors in English are laboring under the greatest difficulties. The suggestions given have been worked out in several classes, under the actual conditions that exist in the average high school; they are, therefore, the product, not of theorizing, but of an effort to make of first and second-year composition something both agreeable and profitable. If it appears that undue emphasis has been given to the idea of rendering the course agreeable, this condition has its origin in a firm belief that it is only by consulting the everyday interests of the pupils, and creating in the class the notion that self-expression is a natural and pleasant thing, that the best results can be obtained. While stress may, on occasion, be very properly laid on the ultimate advantages of composition for the practical purposes of life, it cannot be expected that these remote considerations will appeal to the average freshman or sophomore; the surer way of progress is to win the student's sympathy and interest in the work for its own sake. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

Excerpt from Ontario High School English Composition The High School English Composition is intended as a text-book for use in the Lower Schools Of the High and Continuation Schools. But, although the treatment is elementary, it covers the whole course in Composition. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

Excerpt from A Second Book of Composition: For High Schools He who can explain himself may command what he will. This statement of Professor George Herbert Palmer's, intended to assert the value of any power of effective speech, might well serve as a motto for this chapter. The impor tance of this power to explain, to make Clear to another exactly what is in one's mind, is universally felt. You all know how worth while it is, both in school and out of school. Such ability is not ordinarily a gift, but a reward. It belongs, at least in some degree, to everyone who will earn it. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

Excerpt from Sentence and Theme: Composition for the First Year of High School English is so new a subject, the teaching of composition has been done with such a variety of new and old theories, that we teachers are perplexed by the multifariousness of counsel. There is a wide diversity of judgment about each element of composition-teaching. As to spelling, we may be urged to teach 5,000 words in the grades or only 500 in high school or to attend mostly to 100 "demons"; we may be told that troubles are largely oral or that oral difficulties are a small minority; we may be advised to teach spelling every day or not to worry much about spelling in themes. Grammar is insisted on in one quarter as vitally necessary; in another it is taboo. Punctuation is everywhere called for, but is said by many authorities to be a. matter of instinct, hardly reducible to definite rules for teaching pupils definite knowledge. Paragraphs are like geometrical propositions to one text-maker, and are "largely a feeling for appearance" to some who actually write books. School themes should be organized - many textbooks imply - with an introduction and a conclusion; "they should begin and end without those appurtenances" is the judgment of many journalists and authors. Even more perplexing than contrary opinions about each of these subjects is the lack of guidance in correlating them. How much of the virtue of a theme inheres in good spelling? Is a grammatical error worse than a misspelling or less heinous than a bit of poor diction? What direct relation has grammar to composition as a whole? to punctuation in particular? Is grammar an isolated subject, or is it a vital component in the second teaching of sentence-making? About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

Excerpt from First Manual of Composition: Designed for Use in the Highest Grammar Grade and the Lower High School Grades Two years ago the writer published a small volume called A First Book in Writing Eng lish. He did so on the hypothesis that all the rhetorical theory necessary for college en trance may best be given in simple form to students in the first two years of the high school, in order that it may later be assimilated by practice. After watching the book in use by pupils of very different ages, he believes the hypothesis to be essentially correct. The chief principles of rhetoric can be grasped very early, but only long practice can transform them into a workman's instincts. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

Excerpt from Composition and Rhetoric It is believed that well-prepared students of the first and second years of the high-school can use this book, although certain schools which have not been able to devote much time to the study of English might find it profitable in the third and fourth years. In either case it is hoped that this book may be a directing and suggestive force, especially if it be supplemented by frank class-criticism upon the themes. Too much can not be said of the value of such criticism from teachers and students. It is often difficult to draw out, but once it is secured, it will be found to have both a stimulating and a restraining influence on the written work of the students, and will make the study of English a pleasure. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.