Synopsis
New Composition and Rhetoric for Schools is a textbook written by Robert Herrick and originally published in 1911. The book is designed to teach students the principles of effective writing and speaking, as well as the art of persuasion. It covers a wide range of topics, including grammar, vocabulary, sentence structure, paragraph development, and rhetorical devices. The book also includes numerous examples and exercises to help students practice and apply what they have learned. Throughout the text, Herrick emphasizes the importance of clear and concise communication, as well as the need to understand one's audience and tailor one's message accordingly. Overall, New Composition and Rhetoric for Schools is a comprehensive guide to effective communication that remains relevant and useful for students and writers today.This scarce antiquarian book is a facsimile reprint of the old original and may contain some imperfections such as library marks and notations. Because we believe this work is culturally important, we have made it available as part of our commitment for protecting, preserving, and promoting the world's literature in affordable, high quality, modern editions, that are true to their original work.
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Présentation de l'éditeur
During the twelve years in which Herrick and Damon s Composition and Rhetoric for Schools has been z Din use, the authors have seen no occasion to alter their gener-r views as to the function of such a text-book. The following statements are therefore repeated from the preface to the first edition with such slight changes as 28 are necessary to make them conform to the present text. i 1. In the earliest years the critical aim in teaching should be subordinated to the constructive, stimulative aim; the pupil should be encouraged to write freely and jeven unconsciously at first, to form habits of thought and of invention before his expression is minutely criticised and pruned. For this reason Part I has been made in the main a preliminary course of constructive work. In these chapters, the processes of work that a conscientious writer follows are described, as nearly as possi-I ble, in the natural order in which these processes occur uin a writers experience. 9- 2. Much, if not all, of the usual freshmen course of rhetoric in colleges can properly be included in the secondary course in English without requiring more time than is already devoted to the subject. In view of the fact that only a small percentage of the students of secondary schools enter college, it seems desirable to 2present to the high-school pupil all the elementary facts of style. Many of the best text-books designed ford schools, however, are purposely incomplete in trcat ment; they take it for granted that the student will pursue a further course of instruction. 3. In the secondary course, the text-book in rhetoric is often too markedly separated from the work in com Dposition. Frequently it is assigned to be taught during one year of the course, or one term of a ear, and is after5 wards dismissed from the pupils
(Typographical errors above are due to OCR software and don't occur in the book.)
About the Publisher
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