Composition-Rhetoric | Page 2

interest some themes of greater length have been included.
Chapter V
, on the Whole Composition, serves as a review and summary of the methods of paragraph development, shows how to make the transition from one paragraph to another, and discusses the more important rhetorical principles underlying the union of paragraphs into a coherent and unified whole.
5. The training furnished by Part 1 should result in giving to the pupil some fluency of expression, some confidence in his ability to make known to others that which he thinks and feels, and some power to determine that the theme he writes, however rough-hewn and unshapely it may be, yet in its major outlines follows closely the thought that is within his mind. If the training has failed to give the pupil this power, it will be of little advantage to him to have mastered some of the minor matters of technique, or to have learned how to improve his phrasing, polish his sentences, and distribute his commas.
6.
Part II provides a series of themes covering the same ground as Part I,
but the treatment of these themes is more complete and the material is adapted to the increased maturity and thought power of the pupils. By means of references the pupils are directed to all former treatments of the topics they are studying.
7.
Part II discusses some topics usually treated in college courses in
rhetoric. These have been included for three reasons: first, because comparatively few high school pupils go to college; second, because the increased amount of time now given to composition enables the high school to cover a wider field than formerly; and third, because such topics can be studied with profit by pupils in the upper years of the high school course.
8. It is not intended that the text shall be recited. Its purpose is to furnish a basis for discussion between teacher and pupils before the pupils attempt to write. The real test of the pupils' mastery of a principle discussed in the text will be their ability to put it into practice.
Any judgment of the success or failure of the book should be based upon the quality of the themes which the pupils write. Criticisms and suggestions will be welcomed from those who use the book.
The authors wish to express their obligation for advice and assistance to Professor Edward Fulton, Department of Rhetoric, University of Illinois; Messrs. Gilbert S. Blakely and H. E. Foster, Instructors in English, Morris High School, New York; Miss Elizabeth Richardson, Girls' High School, Boston; Miss Katherine H. Shute, Boston Normal School; Miss E. Marguerite Strauchon, Kansas City High School.
The selections from Hawthorne, Longfellow, Lowell, Holmes, Whittier, Warner, Burroughs, Howells, and Trowbridge are used by permission of and by special arrangement with Hoaghton, Mifflin, and Company, publishers of their works.
Grateful acknowledgment is made to Harper and Brothers; The Century Company; Doubleday, Page, and Company; and Charles Scribner's Sons for permission to use the selections to which their names are attached: to the publishers of the _Forum, Century, Atlantic Monthly, McClure's, Harper's, Scribner's_, and the Outlook for permission to use extracts: and to Scott, Foresman, and Company; D. Appleton and Company; Henry Holt and Company; G. P. Putnam's Sons; Thomas Y. Crowell and Company; and Benjamin H. Sanborn and Company for permission to use copyrighted material.

CONTENTS

PART I
1. Expression of Ideas arising from Experience
II. Expression of Ideas furnished by Imagination
III. Expression of Ideas acquired through Language
IV. The Purpose of Expression
V. The Whole Composition
VI. Letter Writing
VII. Poetry

PART II
VIII. Description
IX. Narration
X. Exposition
XI. Argument
Appendix
I. Elements of Form
II. Review of Grammar
III. Figures of Speech
IV. The Rhetorical Features of the Sentence
V. List of Synonyms
VI. List of Words for Exercise in Word Usage
Index

PART 1
1. EXPRESSION OF IDEAS ARISING FROM EXPERIENCE
+1. Pleasure in Expressing Ideas.+--Though we all enjoy talking, we cannot write so easily as we talk, nor with the same pleasure. We seldom talk about topics in which we are not interested and concerning which we know little or nothing, but we often have such topics assigned to us as subjects for compositions. Under such conditions it is no wonder that there is little pleasure in writing. The ideas that we express orally are those with which we are familiar and in which we are interested, and we tell them because we wish to tell them to some one who is likewise interested and who desires to hear what we have to say. Such expression of ideas is enjoyed by all. If we but choose to express the same kinds of ideas and for the same reason, there is an equal or even greater pleasure to be derived from the expression of ideas in writing. The purpose of this book is to show you how to express ideas _clearly, effectively_, and with pleasure.
+2. Sources of Ideas.+--We must have ideas before we can express them. There are