1922 copyrighted text. The author is credited as Formerly Supervisor of English in Charleston, West Virginia and Also Teacher of English in the Lincoln School of Teachers College. Preface states text regards language as a living, growing thing, and follows Dr. Charles Sears Baldwin that the teaching of composition should be promotive and not merely corrective. Aims to stimulate desire to speak and write, and uses children's actual realities and projects and group work. Uses terminology recommended by the Joint Committee on Grammatical Nomenclature (appointed by the NEA), the Modern Language Association of America, and the American Philological Association. Part one includes chapters on organizing a club, the study of pictures, how to become more rapid readers, reading for meaning, use of the dictionary, civic study for the club, outlining a subject for speaking or writing, and as well as chapters on grammar. Part two includes chapters on the paragraph, contributions to the school paper, the sentence, subject and predicate, making ourselves clear, making a booklet, letters and social notes, invitations, telling a story, expression of feeling, words without organic connection with the sentence, idioms, summary of punctuation, the use of capitals, business letters and forms, and more chapters on grammar. Includes examples from well known authors. The Schultz Archive copy includes the preface, TOC, and a selection of pages from throughout the text that relate to composition.
1879 printing of 1879 copyrighted text. The author is credited with a Bachelor of Arts and as Instructor in the St. Louis Central High School. The text is designed to follow instruction in English grammar and analysis. Preface claims there is a danger in making students too critical, therefore leading them to despise their own powers of expression. The work only includes what has been deemed practical. Uses exercises in oral composition. Chapters include: sentences and their parts, rhetorical forms of sentences, words, diction, style, figurative language, meter, characteristics of poetry, metaphrasing, composition (including narration, description, history, biography), imaginative composition, argumentative composition, letter writing, versification, criticism, correction of compositions, and list of subject for composition. The Schultz Archive copy contains the preface, TOC, and the chapters from the second half of the book covering composition.
Abbott's work provides rules and exercises for eliminating ambiguity in writing. The premise of this textbook is the notion that clarity, unlike many other characteristics of writing and speech, can be achieved through mechanistic rules and practice. The Schultz Archive only includes a brief excerpt, consisting of the title page, preface and partial table of contents.
A raw dataset produced using the clot on a suture experimental set up in the Holland lab (previously published in Bader 2015 & other articles). Data gathered and further analyzed using MATLAB 2012b.
No edition or printing information is given in the copy. The author has a Bachelor of Arts from Smith College. As indicated by the subtitle, the work is intended for secondary and college students. Includes topics historical, imaginative, argumentative and subsequent brief chapters on: plan, or analysis; elaboration of points; criticism of one's own work; form of finished composition; composition an essential factor in the study of rhetoric; and figures of speech. The work seems addressed more to the teacher of the students than the students themselves. It attempts to explain how to students should mentally approach the act of writing but its language suggests a teacher thinking about the student’s mental habits rather than the student working though his own thoughts.
"A new and improved Edition" of the 1831 work. Advertisement dates it to May, 1840. The author is credited as author of the Analytical Dictionary. Chapters: Of Composition and its divisions into Grammatical and Rhetorical—Distinction between Syntax and Construction—on Accent and Emphasis; Of Punctuation; Of the Construction, or Arrangement, of Sentences; Construction of Sentences continued—Comparison with the Arrangement of other languages; Of Metaphors.—Symbols; Of Figurative language generally.—Different species of Tropes; Figures of Thought; Figures of Thought continued; Of Prosopopecia, or Personification—Genders of Nouns; Of Style; Of Prosody; Of Rhyme and Alliteration; Of the different species of Verse; Of Lyric Poetry; Of Pastoral Poetry; Of the higher species of Poetry; Higher species of Poetry continued. Chapter one begins with three objects of language: to communicate impression, to recall others' knowledge, and to excite sensations in others. Schultz Archive's copy only contain the pages of chapter one and ink has transferred between adjacent pages, making some sections difficult to read.
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.
1887 printing of 1886 copyrighted text. The author is credited with an M.A. and as Professor of Rhetoric in the College of Liberal Arts, Syracuse University. Texts strives to give rhetorical a more practical character, as training has been "impractical and fruitless." Prefaces discusses the perceived failure of education in composition and textbooks' focus on a labyrinth of abstractions, such as invention, taste, deduction, simplicity, partial exposition, feeling, perfection, the sublime, the picturesque, etc. Instead, the author emphasizes imitation and observation as the natural teachers, and that rhetorical training must be largely negative (focusing on detecting errors and revision). The text includes examples of undergraduate essays for criticism and correction. The parts: the form, the style, the thought, and versification. Chapters still use common abstractions and modes of discourse. Schultz Archive copy contains preface, suggestions to teachers, TOC, and pages 240 – 299, covering chapters from part III (the thought) on selection of a subject, the outline, description, narration, exposition, and persuasion.
