1897 printing of 1897 copyrighted text. Scott is credited as Junior Professor of Rhetoric in the University of Michigan. Denney is credited as Professor of Rhetoric and English Language in Ohio State University. According to the preface, the authors have been guided by three considerations: desire for a closer union of rhetoric and composition at the secondary level; desire for a greater use of the paragraph in secondary composition; and the idea of a growing, living and kinetic discourse. Chapters include: external form of the paragraph, paragraph-structure, what to say, how to say it, in what order to say it, how much to say, what not to say. Five appendices include: directions for preparing manuscript, marks used in correcting, material for analysis and reproduction, subjects for essay, and capitals and punctuation. The Schultz Archive copy is roughly the complete text.
1892 printing of the 1891 copyrighted text. Based on experience teaching in the high school in Cleveland, Ohio. The preface explains the authors are concerned that students aren't taught how to go about writing assignments (especially those requiring research) and that they are made too self-conscious to write.The chapters cover narration, the use of words, description, common language errors, correspondence, combining narration and description (in poems, story writing, and nature writing), studying sentences and paragraphs, rhetorical figures, study of authors, qualities of style, historical writing, short stories for children, versification, Shakespeare, book reviews, persuasive discourse, and public speaking. The Schultz Archive's copy is roughly the complete text.
1895 printing of the 1893 copyrighted text. Fletcher is credited as Instructor of English at Harvard College and Carpenter is credited as Professor of Rhetoric and English Composition in Columbia College. A series of lectures delivered to the Freshman class at Harvard (by Fletcher) in the spring of 1893. It purports to be a study of the different kinds of composition and their treatment of a variety of subject matter. The kinds considered are letter-writing, translation, description, narration, criticism, exposition, argument, and persuasion. The main principle (called relativity) is that compositions should be judged by their effectiveness for the purpose at hand. The purpose is defined by the object in view, the individuality of the writer, and the capacity of the reader. The lectures are accompanied with examples and exercises for students. The Schultz Archive's copy is roughly the complete text.
