ENGLISH COMPOSITION
~'. IN THEORY AND PRACrfICE

'·
(

BY
HENRY SEIDEL CANBY, PH.D.
FREDERICK ERASTUS PIERCE, PH.D.
HENRY NOBLE MAcCRACKEN, PH .D.
ALFRED ARUNDEL MAY, M.A.
THOMAS GODDARD WRIGHT, M.A.

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THE MACMILLAN COMPANY

OF THE DEPARTMENT OF ENGLISH COMPOSITION IN THR

NBW YORK • DOSTON • CHICAGO
DALI.AS • SAN· FRANCISCO

SHEFFIELD SCIENTIFIC SCHOOL OF YALE

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THE MACMILLAN COMPANY
1913

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PREFACE

COPYRIGHT, I<J09, I9I2,

BY' THE MACMILLAN COMPANY.
Set up and electrotyped . Published October, 1909. Reprinted
August, September, 19 10 ; January_. October, 1911.
New edition May, September, twice, October, 1913 ; January,
1913.

Norbloob 'l)lrtll
J. B. Gushing Co. - Berwick & Smith Co.
~orwood, Mass., U.S.A.

THE purpose of the authors of this volume has been to combine, in one book, a set of directions for good writing, based
upon sound principles and written, primarily, for the student,
with fl. varied and extensive collection of examples drawn
from all the forms of discourse, and inclusive of both brief excerpts and complete essays, arguments, and stories. We have
. added supplementary material in the several Appendices, and a
selected list of books, which may be used with this manual, or
consulted for parallel discussions of the topics here taken up.
Exposition, Argument, Description, and Narrative present differing problems in the teaching of English Composition, and vary
in their degree of usefulness with the individual, the course, and
., the institution. We have endeavored to give to each the proportionate space and the kind of treatment which the average
student requires. The whole composition, the paragraph, the
sentence, and the word have been discussed in their relation
' to Exposition, because, for the average student, it is the power
to explain clearly which is of primary importance. Thus Exposition has been given a predominant space. The chapter on
the Sentence goes into minute detail because the average student, at present, does not understand the structure of the sentence; the chapter on Narrative deals with constructive problems mainly, because it is in learning to construct a story that
he can best make Narrative increase his powers of expression;
the chapter on Description includes literary and esthetic problems,
because one variety of Description can only thus be taught.
'" ·.. An order of succession for these various topics has been chosen
·· after experimt:nt with many classes. Nevertheless, except that
Exposition must come first, the teacher will find that the plan
' of this book permits any arrangement of subjects which his own
experience may have led him to desire. Acknowledgments of
v

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PREFACE

_the kindness of various publishers will be found in the footnotes
to many selections. Our indebtedness to the authorities in
rhetorical theory is too extensive for specific reference. The
bibliography in Appendix X is but a partial confession · of
obligations to earlier workers in the field.
The chapter on the Sentence in this book is the work of Mr.
May and Mr. Wright; the chapters on Argument, on Exposition,
and the Whole Composition have been prepared by Professor
Pierce; those on Simple Narrative, the Story, and the Paragraph
by Professor Canby; those on Description and the Word by
Professor MacCracken. All the authors, however, have united
in the criticism, in the elaboration, and in the revision of every
part of the volume.

.,

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CONTENTS
PAGF.

v

PREFACE

xiii

l!lTRODUCTION

PART I.
CHAPTER

J.

CHAPTER

11.

EXPOSITION

NATURE AND PURPOSE OF EXPOSITION
UNITY IN THE WHOLE COMPOSITION

Unity of Thought .
Evidence of Unity .
At the End of t/u Line
Edmund K . Broadus.
The Art of Suing Things
John }3urroughs.
Stage Illusion .
Charles Lamb.
CHAPTER

III,

3
3
6
8

19

COHERENCE IN THE WHOLE COMPOSITION .

Chronological Arrangement
Simple to Complex Arrangement
Enumeration .
Transition Sentences and Paragraphs
The Ground-Bait. [ Chronological]
Izaak Walton .
. Twmty Years of Intenwtio11al Copyright. [Chronological]
Brander Matthews.
Method of Scimtijic Investigatio11. [Simple to Complex]
T. H. Huxley.
The Com/ruction of Undergro:md Tunnels. [Simple to Complex]
Benjamin Brooks.
Component Parts of the British Empire. [Simple to Complex]
A Lawrence Lowell.
The Attitudes oj Men toward Immortality. [Enumeration] .
G. L. Dickinson.

vii

31

43

45
50

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viii

CONTENTS

CHAPTER

IV.

PAGE

EMPHASIS IN. THE WHOLE COMPOSITION

Emphasis by Space
-Emphasis by P osition
Summaries

Present Relations of the Learned Professions to Political Government
William H. T a ft.
Commercialism, H.J•steria and Homicide
.
Theodore l;o.osevClt.
V, THE PARAGRAPH
Definition of the Paragraph
.
.
,
.
Paragraphs of Incide nt, Description, Fact, and Thought
Development of the Paragraph
.
•
.
•
•
Position of Topic-sentence
.
Unity, Coherence, and Emphasis
Typi cal Paragraphs Analyzed •
.
Paragraphs for Study and Analysis .

CHAPTER

VI. THE SENTENCE
Definition of the Sentence
Simple Sentences
Compound Sentences
Complex Sente~ces .
Noun Clauses
Adjective Clauses
Adverbial Clauses
Unity
Loose and Periodic Sentences
Coherence
Emphasis

CHAPTER

CHAPTER

VII.

CONTENTS

THE RIGHT WORD

Good Use
Slang .
Colloquialisms
Provincial Words
Foreign \.\'ords
Poetical or Archaic Terms
Effe ctiveness
Truth •
Force .
Suggestive Power

54
55
55
57
59

73
73
74
75
88
90

92
93
113
113
116
116
119
119
119
120
123
129
131
138
151
152
152
153
1 53
154
1 54
154
1 55
156
162

PART II.

~.x:

ARGUMENTATION
PAGR

VIII.

Definition of Argument .
Phrasing the Proposition
Finding the Issues .
The Introduction to th e Brief.
The Body of the Brief
Remarks on the Brief. [resting the Brief as Argument]

167
167
168
169
171
174
179

IX. THE FORMS OF EVIDENCE
Testimonial Evidence
Circumstantial Evidence .
Induction
Generalization
Causal Induction
Mill's Five, Canons
Deduction .
Combinations and Abbreviations o.f the Forms of Evidence
Induction and D eduction Combined
Statistics
Resemblance
' Enthymeme

182
182
184
185
185
'186
187
190
193
193
194
194
195

CHAPTER

THE BRIEF.

CHAPTER

CHAPTER

X.

DEVELOPMENT OF FULL ARGUMENT FROM BRIEF

Type I. Arguments of Theory or Fact
T ype II. Arguments of Policy
Refutation
Tiu Advantages of the State Use System in Prisons
Carroll D. Wright.

The Subjugation oftlu Philippines.
G. F. Hoar.

213

Representative as against Direct Government
Samuel W. McCall.

218

Initiative, Referendum, a11d Recall .
Jonathan Bourne, Jr.

238

PART III.
CHAPTER

197
197
198
199 •
201

XI.

DESCRIPTION

DESCRIPTION .

Expository D escription
Suggestive or Imaginative Description

254
2 55
2 57

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'·~.ii.~------,····" __.-..,../

/

CONTENTS

CONTENTS
PAG~

Unity of Effect
Unity ~n th~ Describer's or Obser~er's Pers~nalit~
Umty m Pomt of View
Variety in Unity •
Coherence
, Relation of Imaginative Element to Actual Details •
Relation of Details
•
.
Parallel Treatment ~f De;ails .
Emphasis
Suggestive Power
The Concrete Term .
F igurative Language
Contrast . [Ant ithesis J
The Power of Sound
.
•
The Effect upon the Observer .
Through the Verb .
Description in Narrative
Specimens of Description
Translations from the Odyssey :
I. Odysseus gets to Land
2 . T he Home of Eumreus

.

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PA.GR

Sketches of Character and Personality
.Passages f\Jr Translation
Verney : Les Ruines
A. France: Le /lfannequin d'Osier
Balzac : Le Pere Corio/
G. Frenssen: .Jorn Viii

0

CHAPTER

SIMPLE · NARRATIVE

Garibaldi arrives at Naples
G. M. Trevelyan.
All Gold Caiion
Jack London.
CHAPTER

XIII.

THE STORY

Definition of the Story
Unity
Coherence
Emphasis
Character and Setting
Conclusion
The Cask of Amontillado
Edgar Allan Poe',

Desolate Scwe ;,, Spain
•
George Borrow: Bible in Spain.
L ondon Bridge
George Borrow : Lavmgro.
Approach of Ai1/u11111
William Morris: Earthly Paradise.
Netley Abbey
.
•
.
i5iorace Walpole: Letters.

Le Grande Breteche
Honore de Balzac.

A /lot Night
R udyard Kipli ng: llfan Who Would Be King• .

Description of a Person
Howard Pyle: Robin Hood.

XII.

Definition of Narrative
Selection of Incidents which advance and make Clear the Action
Selection of Circumstances accompanying Act ual Li fe
The St~ucture of Narrative
And the Crowd Cheered
./'lew York Sun.

Rome from the Tarpeian
Nathaniel Hawthorne: Marble Faun.

D escription of a11 Interior ,
Nathaniel Hawthorne: Hottse df Seven Gables •

288
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295
296
296
297

PART IV.· NARRATIVE

The Calton Hill .
R. L. Stevenson : Pictttresqtte Notes.

.,

Xl

286

Without Bm'ejit of Clergy
Rudyard Kipling.

299
299
300
301
304
306
312
316

337
337
338
340
344
346
347
348
355
376
399

Mark!uim
Robert Louis Stevenson.

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· CONTENTS

APPENDICES
.J,

II.

PAGB

CONNECTIVES

Trans~t'.onal

Words ~vithi~ the• Para~aph
Trans1t1onal Words within the Sentence

A. Sentences for Analysis
B. Sentences for Synthesis
C. Sentences for Revision
Unity .
Coherence . .
Emphasis
Miscellaneous
.
•
D. Loose ' and Periodic Sentences

III.
IV.
V.
VJ.
VJJ.

VIII.
IX.
X.

INTRODUCTION

EXERCISES IN SENTENCE STRUCTURE

EXERCISES IN THE UsE OF WORDS •
SPECIMEN BRIEF
SPECIMENS OF · FALLACIOUS ARGUMENT
EXERCISES IN DESCRIPTION
SUGGESTIONS FOR EXERCISES IN

NA~RATl~E ~RITI~G

PUNCTUATION
SPEl.ll!'IG

•

Exercises in Pun ct u~tion °and

Spelli~g

SELECTED LIST OF BOOKS FOR REFERENCE

427
429

432
433
435
438
444
448

450
451
453
461
462

464

To write well is to put one's mind in communication with the
minds of others. To write well is to solve a triple problem, and
a successful solution will depend upon how far one masters the
three branches of this problem, straight thinking, adequate expression, and good form.
Straight thinking is probably the most important of all; certainly it must come first. You must know what you wish to say
and what you wish to accomplish by saying it before you put pen
to paper, or you will seldom write well. Carlyle, who knew how
to write well even if he did not always do so, once said, "As for
good composition, it is mainly the result of good thinking, und
improves with that, if careful observation as you read attends it." ·~
Schopenhauer, the German philosopher, puts this truth even more
forcibly in his essay on authorship and style: "Obscurity and
vagueness of expression are at all times and everywhere a very
bad sign. In ninety-nine cases out of a hundred they arise from
vagueness of thought. . . . When a right thought springs up in
the mind, it strives after clearness of expression, and it soon
attains it, for clear thought easily finds its appropriate expression. A man who is capable of thinking can express himself at all
times in clear, comprehensible, and unambiguous words. Those
writers who construct difficult, obscure, involved, and ambiguous
phrases most certainly do not rightly know what it is they wish
to say; they have only a dull consciousness of it, which is still
struggling to put itself into thought."
Adequate expression is the next step in composition, and it is
adequate expression chiefly which a book like this one is designed
to teach. The "mute, inglorious Milton" of Gray's Elegy was
presumably a man who had thought, but had not learned to express himself. The theory of expression is simple. The difficulty lies in the application of this theory to thoughts, ideas,
xiii

xiv

INTRODUCTION

feelings, which are weighty enough to be worth writing about.
It is quite true that any hard worker could learn adequate expression for himself, since the principles which govern it are,
after all, only those which logical thought and common sense
would be sure to develop. It is also true that one can learn
shorthand, Latin, painting, or civil engineering without a tt:;1.cher,
even without a textbook, but we are well aware that such a
method is wasteful of time, and therefore inefficient. The chapters which follow constitute a set of directions· and ·a selection of
models for Exposition, Argument, Description, and Narrative,
which, if properly used, should save time in learning to write.
· Good form in writing is like good form in dress. It is bad form
to wear a flannel shirt with a dress coat, or a white lawn tie with a
' sack suit. It is quite as bad form to pun<':tuate badly, to misspell,
or to make mistakes-in grammar, even if the clearness of your
writing.is not thereby seriously impaired. Actually, of course,
' misspelling, grammatical errors, and bad punctuation do usually
affect clearness, sometimes utterly changing the sense. But,
. from either point of view, they are fatal to good writing. Such
remainders of illiteracy, for no gentler name can be applied,
should have disappeared before the writer has reached the age
when he must know how to express difficult and ·comprehensive
thoughts. · For various reasons this Utopian condition does not
yet exist. Therefore, we have included in the Appendix practical advice for those who need it, in sections upon punctuation
and spelling, and upon the use of words, sections which those who
require them should study in the beginning, in the middle, and
at the end of any course in English Composition.
·
The perfect bloom of good writing is style. But "unto him
who hath shall be given." However essential it may be for the
literary man, a style is not the most important thing for the aver- ·
'' age writer. Think clearly, express your thoughts in the most
effective manner, be sure that your book, your article, your re-_
port, · or your theme is given the good form which it deserves.
When you can do all this, and not before, you can begin to think
of style.

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ENGLISH COMPOSITION
IN THEORY. AND PRACTICE

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APPENDIX X

APPENDIX X .
A SELECTED list of books which will be useful in connection,
with the various chapters preceding: · ·· ·
On Exposition:
.
.
BALDWIN, C. S., A College Manual of Rhetoric.
.
GARDINER, KITTREDGE, and ARNOLD, A 1.l-Ianual of Composition and Rhetoric.
FULTON, M. q., Expository Writing.
On. Technical Writing:
"'"
· EARLE, S. C., The Theory and Practice of Technica/, Writi~g:
On the Paragraph:
:;
SCOTT and DENNEY, Paragraph Writing. (For a .detailed dis·_
cussion of paragraph structure, with abundant examples.)
· BALDWIN, C. S., The Expository Paragraph and Sentence. ~ brief trefltment of the· subject.) ·
· .. . . . .
·~~
On the Sentence:
' HILL, A. S., The Principles of f!.hetoric. .
CARPENTER, G. R., Exercises in Rhetoric and
position: (Advanced Course.)
..
WOOLLEY, E. C., Handbook of Composition_.
KIMBALL, L. G., The Structure of the English Se.ntence.
EARLE, SAVAGE, and SEAVEY, Sentences and their Eleme ,

On Description:
BALDWIN, C. S., Specimens of Prose Description.
Composition : Oral and Written.
ALBRIGHT, E. M., Descriptive Writing.
On Narrative:
For discussions of narrative:
BALDWIN, C. S., A College Manual of Rhetort".c.
GARDINER, KITTREDGE, and ARNOLD, A Manual of Composi.
lion and Rhetoric.
ALBAI,.u, ANTOINE, L' Art d' Ecrire.
Ross, C. G., The Writing of News.
l\..fA:X:CEY, C. L., The Rhetorical Principles of Narrative.
For collections of stories which may be used in addition to the
selections in this volume:
JESSUP and CANBY, The Book of the Short Story.
NETTLETON, G. H., Specimens of the Short Story.
MATTHEWS, BRANDER, The Short Story.
On Punctuation:
WOOLLEY, E. C., Handbook of Composition.
Notes for the Guidance of Authors. The Macmillan Co.
BALDWIN, C. S., A Summary of Punctuation.
SCOTT ~nd DENNEY, Elementary English Composition.

On Argumentation:
'
.
·· :
BAKER and HUNTINGTON, Principles of Argumentation. ·( ,..
· · exhaustive treatment of the whole field of argument.)
BROOKING and RINGWALT, Briefs for Debate. . (~ excellen
_book when published. . Some of its matenal is now ~u
•
of date.)
:
; RINGWALT, R. C., Briefs on Public Questions.
PEARSON, P. M. (ed.), Intercollegiate Debates.
FoSTER, T., Argumentation and Debating.
464

2H

BY SAMUEL C. EARLE
Professor of English in Tufts College

- Sentences and Their Elements
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foreig°:· language work. Most grammars and compositions either
address immature minds, or assume an understanding of the general
and fundamental facts of language which are the very things the
students Jack.
The present work gives the materials for a thorough study of the
general subject of grammar in the first year in college or in the last
year of those secondary schools which pay careful attention to

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Comparisons are made wherever serviceable between English and
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hunger to meet on~ s fellows m the bonds of equality and friendshi these are the occasions that have· called forth the greater part of public
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primanly because of the urgent need of a convenient collection of such
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A History of English Prosody
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IN THREE VOLUMES

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. .
1 'Ii .
and . his presentation is not only logical m its general c ass1 . ca.t10ns
but entirely adequate in its particulars. For these reasons it IS a.n
admirable text-book, and the student will find, besides the orgamc
· ., treatment of the whole, a basis for an exhaustive study.- of independent

In the multitude of book.s on psychology here is a,t last one that meets
the teacher's neeps; truly a rara. avis among books.

1'.

periods." -Tke ·Washington S~ar.
PUBI,ISl:iED BY ,

THE MACMILLAN COMPANY
64-66 Fifth Avenue, New York

It is not sensational, and it does not make large claims to originality,
but it is scholarly. It gives the latest contributions to th e subject,
.. and in , so .. far as is _possible in a l:10ok, aids the teacher by making
'clear the proce~ses of the learning rnind, arid showing how to take
advantage of them.

THE MACMILLAN COMPANY
Publish ere

64-66 Fifth Avenue

New York

A CYCLOPLDIA OF EDUCATION
EDITED BY

P.A UL MONROE, Pn. D.

Professor of the History of Education, Teachers College, Colum• bia UniYersity; Author of "A Text-Book in the History of
Education," "Brief Course in the History of Education," etc.

The need of such work. is evidenced: By the great mass
of varied educational literature showing an equal range In
educational practice and theory; by the growing importance
of the school as a social institution, and the fuller recognition
of education as a social process; and by the great increase '
in the number of teachers and the instability of tenure which
. at the same time marks the profession.
The men who need it are: All teachers, professional men,
editors, ministers, legislators, all public men who deal with
large questions of public welfare intimately connected with
education-every one who appreciates the value of a reference work which will give him the outlines of any educational
problem, the suggested solutions, the statistical information,
and in general the essential facts necessary to its comprehension.
Among the departmental Editors associated with Dr.
Monroe are Dr. Elmer E. Brown, U.S. Commissioner of Education, Prof. E. F. Buchner, of John11 Hopkins, Dr. Wm.
H . Burnham, Clark University, M. Gabriel Compayr6, Inspector-General of Public Instruction, Paris, France, Prof.
Wilhelm Miinch, of Berlin University, Germany, Prof. John
Dewey, of Columbia University, Dr. Ellwood P. Cubberly,
Stanford University, Cal., Prof. Foster Watson, of the
University College of Wales, Dr. David Snedden, Commissioner of Education for the State of Massachusetts, and
.others.

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Send for a deacrlptlve circular and list of con• ,
trlbutors to Volume I

.To be completed in.five large octavo volumes, each $5.00 ne'I

THE MACMILLAN COMP ANY
Publishers 64--66 Fifth Avenue New York

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