808 slia PREFACE THE first seven chapters of this book have been completely rewritten, and the remainder thoroughly revised, so that it is in effect a new work. The most important changes are as follows: 1. Whereas the first edition was originally designed to be used with a companion text-book combining a review of grammar and correction of common errors, and was later issued with a supplementary English Drill Course, partly meeting this need, the present edition embodies in Chapters I, III, and V, and in the Glossary of Common Errors at the end of the book, sufficient material for this elementary review. 2. Particular attention is directed to the constructive exercises in sentence and paragraph writing upon assigned topics in Chapters III and V, which, alternated with freer work in connected exposition (Chapters II and IV), have been found to yield good results in combining discipline with spontaneity. The program is so planned as to avoid long unbroken stretches of necessary but monotonous drill. 3. A larger amount of illustrative specimens of expository paragraphs quoted from standard writers has been introduced into Chapter V. 4. The chapter on the library has been carefully revised to bring it up to date and to make it a more complete guide to elementary library research. 5. In order to allow more time for the elementary review during the first six weeks, chapters on study, recitation, and note taking have been omitted, and the oral work has been reduced. Some teachers, burdened with large sections, find no time for iii 470881 SEF درو oral work in the regular course in composition. The present text is equally adaptable to courses with or without oral work. What there is can readily be omitted; and on the other hand much more can be added, especially during the study of argumentation, if time and circumstances permit. 6. The Suggested Assignments at the close of each chapter take the place of the calendar of assignments based on the earlier edition and printed as a supplementary pamphlet for teachers. These ninety assignments allow a margin of two weeks in the second semester for other exercises. The work is so timed as to complete the first long essay (Chapter VII) early in December and to finish the brief study of argumentation before the midyear examinations. Obviously the program so outlined can be altered to any extent or ignored entirely. Its purpose is merely to indicate one way in which a well-balanced course in composition can be planned without imposing undue congestion of work upon the teacher or the class. The Glossary of Common Errors is not included in the suggested assignments, for the reason that it is perhaps best to take up errors as they arise. 7. The Synopsis, bringing together all the 271 numbered section titles, may be convenient for both teacher and class in using the section numbers in theme correction. A practical, definite program for a year's work in composition, rather than a theoretical discussion of rhetorical refinements, has been the purpose of the Freshman Rhetoric from the start.. It is hoped that this revised edition may increase the success which has already attended this attempt to lighten the burdens and diminish the unprofitable labors of teachers and students of English composition in their difficult endeavor. |