This is an 1894 printing of this work. Its copyright was registered in 1884.T. Whiting Bancroft was Professor of Rhetoric and English Literature in Brown University. Bancroft's composition text seeks to add a focus on rhetoric, modes and types of composition. Bancroft intends for his text to be used in conjunction with existing composition textbooks. The treatment of argumentative composition intends to show relation between deductive and inductive thought. It is divided into two sections: kinds of composition and practice in composition. Kinds of composition are broken into three parts: Explanatory, argumentative, and persuasive composition. The section on practice of composition is primarily concerned with themes. It provides examples of themes and outlines of essays that explore these themes. In the last part of the practice of composition on the relation of reading to composition, the author has credited the influence of librarians. The Schultz Archive includes the complete text; however, some of the pages are missing and have blank scans in their places. The quality of the text is high.
No printing information is given. The copyright date is 1913. Thomas H. Briggs is Instructor of English in Teachers College at Columbia University. Isabel McKinney is Teach of English in the Eastern Illinois State Normal School. The book states it is designed to furnish material for a two year (high school) course, to be followed by "rhetoric of the conventional type" or "work on the collection and organization of material." It emphasizes good composition over the four types. The chapters are: sincerity, good form, definiteness, interest (including a section on writing various forms of letters/epistles), unity, variety, and coherence. The appendix has sections on symbols for grading/correcting, words often confused, parts of verbs misused, and misspelled words. It includes oral and written exercises for students. The Schultz Archive includes the complete text (albeit with pages 13-14 and 186-87 missing), and the text is in good condition.
1900 printing of the 1899 copyrighted text. William B. Cairns is credited as having a Ph.D. and as Instructor in English in the University of Wisconsin. A thorough guide that divides its focus on style and invention. Cairns's text seeks to teach rhetoric in a familiar way without introducing new terms or definitions. He argues principles are dependent on usage and that style and invention should be treated together. Style and invention have independent sections, but each contain cross references to the other. Long illustrative texts are used rather than scattered short ones and appear at the end of chapters. Part one, style, has two chapters: Language determined by usage, and language adapted to the Needs of the reader. The first covers spelling, grammar, and word usage. Chapter two covers qualities of style (clearness, force, ease, unity) and a section of qualities expressed in full sentences. Part 2, invention, has chapters on narration, description, exposition, argumentation, and persuasion. The prefaces credits Genung and A. S. Hill as influences.The Schultz Archive includes the complete text, and the scans are fairly good quality.
1894 printing of the 1893 copyrighted text. The author is credited as Professor of Rhetoric in Amherst College and as the author of two other texts on rhetoric. The preface explains that the book is meant to provide the necessary rhetorical theory and to accompany every step with critical and constructive written exercises in a progressive and systematic order. The theory is given as a list of rules, each accompanied by a paragraph of explanation and illustrative examples (the rules are positive expressions of principle rather than a series of don'ts). The exercises are novel according to the author and are based in groups of rules rather than individual ones, and they include compositions (on familiar topics) to be rewritten and sentences to be amended in a creative, problem-solving manner rather than corrective. The appendix has a digest of rules and a glossary of words and forms. The book is organized into two parts. Part One is Mastery of Materials and includes chapters on choice of words, phraseology, and special objects in style. Part Two is Organization of Materials and includes chapters on the sentence, the paragraph, and the whole composition. The Schultz Archive copy is roughly the complete text.
1890 printing of the 1886 copyrighted text. The author is credited as Professor of Rhetoric in Amherst College. The book's preface emphasizes the practical, being those elements that may be applied to the construction of literature and can be taught. It must be taught as mechanism and through its effects in the concrete. The introduction further explains that rhetoric is adaptation, a science and an art, and that the text will deal with it in two main topics: style, which deals with the expression of discourse, and invention, which deals with the thought. The style section of the book has chapters on diction, figures of speech, and composition. The invention section has chapters on mental aptitudes and habits, general processes in the ordering of material, reproduction of the thought of others, invention deal with observed objects (description), invention dealing with events (narration), invention dealing with generalizations (exposition), invention dealing with truths (argumentation), and invention dealing with practical issues (persuasion). The introduction credits the influence of Campbell. The rules are accompanied with illustrative examples from notable writers. The Schultz Archive's copy is roughly the complete text. A few pages cut off the edges of the text.
1902 printing of 1902 copyrighted text. As a companion piece to Lockwood and Emerson's Composition and Rhetoric, this brief manual aims at helping teachers with lessons through additional hints, student sample work, and references and supplementary drill. The sections are an introduction, a review of English grammar, retelling another person's thought, expression of the pupil's own thoughts, imagination in description and narration, essential qualities of the theme, the paragraph, the relation of the college requirements in English to the study of composition and rhetoric, and adaptation of this textbook to various courses of study. The Schultz Archive's copy of this supplementary text is roughly complete.
1890 printing of the 1888 copyrighted text. The author is credited as Teacher of English in the Hillhouse High School, New Haven, Connecticut. This text asks how teachers should make use of the now cheaply available copies of quality literature in their classrooms. The chapters cover: History of the English Language, the Anglo-Saxon Element, the Classical Element, Figures of Speech, Common Errors, Diction, Sentences, Punctuation and Capitals, Letter-Writing, Composition, and Biographical Sketches. Exercises and illustrative examples are used in the available chapters. The book credits the influence of Guest's Lectures on the History of England; Angus' The Handbook of the English Tongue; Swinton's New Word-Analysis; the rhetorics of D. J. Hill, A. S. Hill, Hart, and DeMille; Errors in the Use of English by Hodgson; Mistakes in Writing English by Bigelow; Wilson's Treatise on Punctuation; and Whitney's Language and the Study of Language. The Schultz Archive's copy only includes later chapters on letter-writing and composition of various modes.
1893 printing of the 1893 copyrighted text. The author is credited as Assistant Professor of English in the Leland Stanford Junior University. Designed to be a supplement to a more technical grammatical and rhetorical treatise, this text shows students how to find material and work that material into good, interesting compositions. Seventy-three exercises deal with particular kinds of composition, specimen subjects and themes are given with observations and suggestions for treatment, and models of various kinds of composition are provided (but these models are of student work or writing of a similar level of accomplishment). The work is divided into two parts. Part one, Composition Based on Experience and Observation, has sections on finding material, narration, description, and narration and description combined. Part two, Composition Based on Reading and Thought has sections on principles of composition, exposition, argumentation, persuasion, and miscellaneous forms (such as news, book reviews, letter, dialogue, as humor). John Genung's Rhetoric is listed as an influence. The Schultz Archive's copy is roughly the complete text.
1894 printing of the 1893 copyrighted text. It is apparently identical to the Schultz Archive's 1893 printing, with the exception of a few pages of advertisements at the end. The author is credited as Assistant Professor of English in the Leland Stanford Junior University. Designed to be a supplement to a more technical grammatical and rhetorical treatise, this text shows students how to find material and work that material into good, interesting compositions. Seventy-three exercises deal with particular kinds of composition, specimen subjects and themes are given with observations and suggestions for treatment, and models of various kinds of composition are provided (but these models are of student work or writing of a similar level of accomplishment). The work is divided into two parts. Part one, Composition Based on Experience and Observation, has sections on finding material, narration, description, and narration and description combined. Part two, Composition Based on Reading and Thought has sections on principles of composition, exposition, argumentation, persuasion, and miscellaneous forms (such as news, book reviews, letter, dialogue, as humor). John Genung's Rhetoric is listed as an influence. The Schultz Archive's copy is roughly the complete text.
1901 printing of the 1901 copyrighted text. Author is credited with a B.A. and as Professor of English in the Michigan State Normal College in Ypsilanti, Michigan. Argues for the importance of historical study for scholarship in the grammar of modern English. Based in the study of English grammars over a span of two hundred years. Recommends the work of O. F. Emerson, A. C. Champneys, and Lounsbury. Strives to move away from grammar instruction based on memorization to instruction based on induction. Includes "test questions" at the end of each lecture. The four lectures: History of English Grammar Teaching, Descriptive Grammar and Scientific Grammar, Purpose and Method, False Syntax. The Schultz Archive copy is roughly the complete text.
Preface dated 1878. Author is credited with a Master of Arts degree and as Professor of Logic, Rhetoric, and English at the University of Rochester. Based on the author's teaching experience, this work supplements students' education in general grammar with teaching of grammar more specific to the English language. It also covers style and figurative language. It is intended for high schools and academies (the author wants students to possess this knowledge before entering college). It also offers advice on how to teach and structure lessons and assignments. The Schultz Archive copy contains the preface and pages 100 – 112, which are from a chapter titled Praxis in Composition.
1891 printing of 1891 copyrighted text. The author is credited with a Master of Arts and as Superintendent Public Schools, Providence, R.I. A collection of 343 lessons structured to develop language and grammar skills simultaneously for pupils of the higher grammar grades. Text considers the pupils needs first then that of the teacher followed, lastly, by the needs of the subject. Covers grammar as the science of the sentence and the elements of composition as the art of writing. The grammar part covers includes analysis and punctuation. The composition part covers the forms of epistolary, social, business, and parliamentary writing; it also provides for practice in writing through exercises in the selection and arrangement of words, in description, narration, reproduction, paraphrase, and essay-writing. The Schultz Archive copy is roughly the complete 299 page text.