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AND

RHETORIC

BASED ON LITERARY MODELS

By ROSE M. KAVANA,
Teacher of English in the
Medill High School, Chicago;
and ARTHUR BEATTY,
Instructor in English in
the University of Wiscon-
sin, Madison, Wisconsin

ILLUSTRATED

RAND, MCNALLY & COMPANY

EDUCATIONAL PUBLISHERS
Chicago
New York

London

18.5554

Harvard University
Dept. of Education Library,

Gift of the Publishers,

Tratoftined To
HARVARD COLLEGE LIBRARY

NIAL 20 1921

Copyright, 1902,
By ROSE M. KAVANA and ARTHUR BEATTY

THE PREFACE

HIS is primarily a book of technique, which aims

at stimulating an interest in good workmanship

and at preventing the purposeless wandering characteristic of much of the work in secondary English. It applies to the study of composition the studio method familiar to students of other arts. An explanation of this method as developed in this book is given in the Introduction. Another distinctive feature is its plan for correlating literature, rhetoric, and composition by deriving from particular masterpieces a number of typical forms for various kinds of themes. In this way literature is made to furnish not only the subject matter but the form of some of the student's themes. The authors hope thus to secure in the study of rhetoric and composition a breadth of treatment otherwise impossible and to keep the study from becoming a matter of abstract science on the one hand or mere mechanical detail on the other.

The book is intended for three years' work in high schools or for beginning courses in academies, seminaries, and normal schools. It is recommended that high school students devote the first year to narration and description, thus closing with Part III.; the second year to exposition and its combination with narration and description, with special emphasis upon the book review, the historical or biographical essay, and the nature sketch; and the third year to argumentation and persuasion as found combined with the other three forms of discourse in the debate and the oration.

To Mr. George B. Aiton, State Inspector of High Schools for Minnesota, and to Mr. R. W. Bruère, of the Department of English, The University of Chicago, the authors are indebted for the reading of the work in proof, and for many valuable suggestions.

R. M. K.

A. B. October 1, 1902.

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