Synopsis
This is a reproduction of a book published before 1923. This book may have occasional imperfections such as missing or blurred pages, poor pictures, errant marks, etc. that were either part of the original artifact, or were introduced by the scanning process. We believe this work is turally important, and despite the imperfections, have elected to bring it back into print as part of our continuing commitment to the preservation of printed works worldwide. We appreciate your understanding of the imperfections in the preservation process, and hope you enjoy this valuable book.
Les informations fournies dans la section « Synopsis » peuvent faire référence à une autre édition de ce titre.
Présentation de l'éditeur
The present book aims to meet the wants of teachers who hold that practice is the most essential thing in the teaching of composition, but it aims also to supply as much theory as will be really useful to the beginner, pjgnt book and to lead him by progressive stages through the entire process of the construction of a piece of composition. Some teachers of composition are tempted to dispense altogether with a text-book. Yet, as I have shown more at length in the Suggestions to Teachers, a certain amount of theory must be supplied if the young writer k? is to make rapid progress. The theory may, of course, be presented by the teacher; but if so, there is danger that the time of the class will be consumed in listening to explanations no more systematic or practical than may be found in a text-book, and that the information thus imparted will be forgotten by the pupil just when he needs it most. The recitation period can surely be devoted more advantageously to practical criticism of themes than to lectures on composition or the theory of rhetoric. On the other hand, there is not time in most schools for the study of a detailed treatise on rhetoric. My chief concern, therefore, has been to discover what could be omitted rather than what could be included. The aim of the teacher of composition should be to bring his pupils into such an attitude of mind that a subject may be to them a genuine question to be answered, and not a mere occasion for combining words, into .proper sentences without regard to the thought. I have, eg Jer of accordingly, laid especial emphasis on the choice composition, and treatment of themes, and have thrown in a large number of incidental hints to the pupil, showing how he may treat the specific topic before him. If a young writer can form the habit of choosing one sharply defined topic and of telling exactly what he thinks, the imperfe
(Typographical errors above are due to OCR software and don't occur in the book.)
Présentation de l'éditeur
This book was originally published prior to 1923, and represents a reproduction of an important historical work, maintaining the same format as the original work. While some publishers have opted to apply OCR (optical character recognition) technology to the process, we believe this leads to sub-optimal results (frequent typographical errors, strange characters and confusing formatting) and does not adequately preserve the historical character of the original artifact. We believe this work is culturally important in its original archival form. While we strive to adequately clean and digitally enhance the original work, there are occasionally instances where imperfections such as blurred or missing pages, poor pictures or errant marks may have been introduced due to either the quality of the original work or the scanning process itself. Despite these occasional imperfections, we have brought it back into print as part of our ongoing global book preservation commitment, providing customers with access to the best possible historical reprints. We appreciate your understanding of these occasional imperfections, and sincerely hope you enjoy seeing the book in a format as close as possible to that intended by the original publisher.
Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.
