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The Lucille M. Schultz 19th Century Composition Archive
Eliminar la restricciónColecciones: The Lucille M. Schultz 19th Century Composition Archive
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Macmillan Company
Eliminar la restricciónEditor: Macmillan Company
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- Type:
- Document
- Descripción/Resumen:
- 1913 printing of the 1912 copyrighted second edition. The first edition was copyrighted in 1909. The first three authors are credited with a Ph.D. and the last two are credited with an M.A. All are "of the Department of English Composition in the Sheffield Scientific School of Yale University." A set of directions for good writing with a varied and extensive collection of examples drawn from all forms of discourse. Preface discusses exposition, argument, description, and narrative, and these categories serve as the different sections of the text. The introduction states that writing is a triple problem, requiring straight thinking, adequate expression, and good form. Chapters cover topics such as unity, coherence, emphasis, the paragraph, the sentence, the right word, the brief, the forms of evidence, development of full argument from brief, description, simple narrative, and the story. The appendices cover: connectives, exercises in sentence structure, exercises in the use of words, specimen brief, specimens of fallacious argument, exercises in description, exercises in narrative writing, punctuation, spelling, and a list of books. The example texts include political figures and well known literary authors. The Schultz Archive's copy contains the preface, the introduction, and the TOC.
- Creador/Autor:
- Canby, Henry Seidel, 1878-1961; MacCracken, Henry Noble; May, Alfred Arundel; Pierce, Frederick Erastus, and Wright, Thomas Goddard
- Peticionario:
- Russel Durst
- Fecha modificada:
- 05/24/2016
- Fecha modificada:
- 07/21/2020
- Fecha de creacion:
- 1913
- Licencia:
- Public Domain Mark 1.0
- Type:
- Document
- Descripción/Resumen:
- Printing date obscured. The author is credited as Inspector of Schools. Preface states practice of analyzing/parsing sentences teaches students to decompose sentences, but not to compose, which involves arranging words, phrases, and clauses in their most effective setting. This work teaches analysis for the purpose of synthesis. It also covers equivalent modes of expression, synthesizing examples by well known writers, and the correcting of errors. The parts of the book are: the simple sentences, the complex sentence of two clauses, the compound sentence, and the complex sentence of more than two clauses. The author credits Bain, A. F. Murison, and Dr. Hodgson as influences. The Schultz Archive copy contains only the preface and TOC.
- Creador/Autor:
- Goyen, Peter
- Peticionario:
- Russel Durst
- Fecha modificada:
- 05/24/2016
- Fecha modificada:
- 07/23/2020
- Fecha de creacion:
- 1894
- Licencia:
- Public Domain Mark 1.0
- Type:
- Document
- Descripción/Resumen:
- 1911 printing. The author is credited with a Ph.D., as Professor in the History of Education at Teachers College in Columbia University, and as the author of other books on the history of education. The Schultz Archive's copy only includes two complete chapters. Chapter Ten: The Naturalistic Tendency in Education: Rousseau; Chapter Eleven: Psychological Tendency in Education. There is also a selection from Chapter Twelve: Sociological Tendency in Education.
- Creador/Autor:
- Monroe, Paul, 1869-1947
- Peticionario:
- Russel Durst
- Fecha modificada:
- 05/23/2016
- Fecha modificada:
- 08/21/2019
- Fecha de creacion:
- 1911
- Licencia:
- Public Domain Mark 1.0
- Type:
- Document
- Descripción/Resumen:
- 1899 printing of the 1897 copyrighted text. The author is credited as a Ph.D. and as Associate Professor of English in Lewis Institute and in the University of Chicago. The preface argues that teaching composition needs more utilization of literature and and more appeal to social interests, more inductions and generalizations by the student himself, and more time for practice and criticism. The subjects of the chapters include reading aloud and spelling, punctuation, dividing a paragraph into sentences, organizing the theme, word choice, mastery of a writing vocabulary, letter-writing, reproduction, abstract, summary, abridgment, narration and description, and exposition and argument. Writing exercises and illustrative examples are used throughout. The Schultz Archive's copy is roughly the complete text.
- Creador/Autor:
- Lewis, Edwin Herbert, 1866-1938
- Peticionario:
- Russel Durst
- Fecha modificada:
- 05/20/2016
- Fecha modificada:
- 08/20/2019
- Fecha de creacion:
- 1899
- Licencia:
- Public Domain Mark 1.0
- Type:
- Document
- Descripción/Resumen:
- 1902 printing of the 1902 copyrighted text. The author is credited as a Ph.D. and as Associate Professor of English in Lewis Institute and as the author of additional books. This revised and rearranged version of an earlier text is best adapted for the first two years of high school. The six chapters are composition in general, punctuation and sentence-structure, correctness in the sentence, description, narration, exposition and argument. The first chapter drills the student in reproduction, summary, and letter writing. The second chapter asks students to learn by hearty forty typical sentences with their punctuation. The third chapter covers practical grammar and idiom. The last three chapters are the second year, dealing with types of discourse; principles of unity, sequence, and contrast; the description chapter uses pictures; and spelling. Exercises are used throughout. The Schultz Archive's copy is roughly the complete text.
- Creador/Autor:
- Lewis, Edwin Herbert, 1866-1938
- Peticionario:
- Russel Durst
- Fecha modificada:
- 05/20/2016
- Fecha modificada:
- 08/20/2019
- Fecha de creacion:
- 1902
- Licencia:
- Public Domain Mark 1.0
- Type:
- Document
- Descripción/Resumen:
- 1899 printing of 1899 copyrighted text. The author is credited as the author of Beginners' Readers I, II, III and Vivid Scenes in American History. The text is a teacher's manual to accompany Letters From Queer Folk, a composition book aimed at enhancing student learning by drafting correspondence with imagined people. The text covers various genres of writing such as business, social, telegrams, advertisements, receipts. It addresses particular skills such as paragraphing, vocabulary, punctuation, and arrangement. The Schultz Archive copy is the entire text.
- Creador/Autor:
- Cleveland, Helen, M.
- Peticionario:
- Russel Durst
- Fecha modificada:
- 05/18/2016
- Fecha modificada:
- 06/07/2019
- Fecha de creacion:
- 1899
- Licencia:
- Public Domain Mark 1.0
- Type:
- Document
- Descripción/Resumen:
- 1916 printing of 1902 copyrighted text. The author is credited as Principal of the High School Department of the Ethical Culture Schools, New York. An examination of the practices and assignments common in elementary and high school. According to Chubb, the purpose of the text is to provide instructors with some notion of what is being taught most commonly for the various levels of students and what the most common practices are. He indicates that his book does not advocate a specific pedagogical practice; rather, he hopes only to establish a greater continuity in English instruction throughout the educative process because a varied process can only prove detrimental to education on the whole. The book touches on reading and composition (both oral and written) from kindergarten up to high school. It addresses what sorts of literature should be assigned as reading as well as how grammar should be taught and the four kinds of writing: narrative, descriptive, exposition, and argumentative. The Schultz Archive includes the complete text, and the scans are good condition.
- Creador/Autor:
- Chubb, Percival, 1860-1960
- Peticionario:
- Russel Durst
- Fecha modificada:
- 05/18/2016
- Fecha modificada:
- 06/07/2019
- Fecha de creacion:
- 1916
- Licencia:
- Public Domain Mark 1.0
- Type:
- Document
- Descripción/Resumen:
- 1897 printing (the sixth edition, revised and enlarged) of the 1891 copyrighted text. The author is credited as Professor of Rhetoric and English Composition in Columbia College (University?); formerly Associate Professor of English in the Massachusetts Institute of Technology. Carpenter claims that the exigency of his text is the fact that most students learn more easily from the comments the instructor makes because her/his examples are familiar to the student and s/he uses literature that is more relevant to the students than what is usually found in texts. Each section contains a fairly detailed exercise that includes explanations, examples and systematic exercises for the students. The exercises often emphasize correcting errors. The chapters cover words, sentences, paragraphs, whole compositions, qualities of style (clearness, force, elegance). Barrett Wendell is credited as a primary influence. Wendell, McElroy, A. S. Hill, David Salmon, and Genung are referenced. The Schultz Archive only includes brief excerpts, but they are good quality.
- Creador/Autor:
- Carpenter, George R. (George Rice), 1863-1909
- Peticionario:
- Russel Durst
- Fecha modificada:
- 05/18/2016
- Fecha modificada:
- 06/07/2019
- Fecha de creacion:
- 1897
- Licencia:
- Public Domain Mark 1.0
- Type:
- Document
- Descripción/Resumen:
- 1902 printing of the 1900 copyrighted work. The first high school course was initially published separately in 1899. The author is credited as Professor of Rhetoric and English Composition in Columbia University. This text by Carpenter builds on his previous Exercises in Rhetoric and English Composition that was published roughly 10 years prior. Based on the conclusions of the committees of ten and fifteen, the author is working from the conclusions that students in high school should received the same rhetorical training as those in college; that training should be at least two years; the first course should focus on words and the structure of sentences and paragraphs, and the second should focus on the main principles of exposition, narration, description, and (perhaps) argument; that students have abundant practice in applying principles; that correctness, clearness, directness, and simplicity of style should be emphasized. The author credits Barrett Wendell and F. N. Scott as influences. Exercises are provided throughout.The appendix also includes suggestions for "home reading" and "words frequently misused." The Schultz Archive includes the complete text (although it is missing pages 246-53), and it is good quality.
- Creador/Autor:
- Carpenter, George R. (George Rice), 1863-1909
- Peticionario:
- Russel Durst
- Fecha modificada:
- 05/18/2016
- Fecha modificada:
- 06/07/2019
- Fecha de creacion:
- 1902
- Licencia:
- Public Domain Mark 1.0