4. (15 per cent.; about 20 minutes.) Explain and illustrate the best usage in connection with each of the following expressions: (a) liable; (b) demand; (c) funny; (d) mighty; (e) say.

5. (5 per cent.; about 3 minutes.) Quote, with the examples, punctuation rule 9.

6. (5 per cent.; about 7 minutes.) Copy the following passage of dialogue, punctuating it correctly: I was determined to make her see her error so I broached the subject at once-what did you do it for I asked-he offered me some candy replied Betty-he is a young scamp said I—what is a scamp she asked sweetly that wasn't what he called himself -now look here Betty I exclaimed don't try to dodge the subject answer my question.

Spend the remaining time (about 10 minutes) in revising your whole paper, especially in again carefully revising your theme.

SPRING TERM EXAMINATION

Time allowed, two hours. Marked deficiency in spelling throughout the paper will procure a failure.

1. Your skill in the forcefulness and variety of your sentence structure and in the avoidance of colloquialisms and slang, in the letter and theme called for in question 2, will count 10 per cent.

2. (This question counts 50 per cent.; allow about an hour for it, including time for careful revision.) Marked deficiency in spelling, punctuation, paragraphing, or grammar will procure a failure on the examination. (a) Write a business letter, as secretary of your class, asking for prices and samples of embossed stationery; write an addressed envelope for your letter; allow about 15 minutes for this. (b) Write an outline, and a carefully paragraphed descriptive theme of about two hundred words on any one of the following topics (allow about 45 minutes for this): the ex

amination room; a tramp; a cool spot; a sunset; a storm; a boy's room; awake at night; a busy street; a foreign city. (Part a counts 20 per cent.; part b, 30 per cent.)

3. (30 per cent.; about 40 minutes.) Point out, in the following passage, any violations of the qualities of good English. Specify the kind of each error. Indicate briefly the proper mode of correction in each instance; but do not rewrite the passage. While at Newstead Abbey, riding and rambling about the nearby country was my biggest pleasure. I thought I would like to try and find some of the remains that were left of Sherwood Forest; so I set about my explorations. This woods once covered an awfully wide area, and the relics which they claim are connected with Robin Hood's adventures are scattered very wide, which gave me lots to do. Meeting Colonel Hawley, a gentleman who has long resided in this neighborhood, in the early part of the summer, it was my good fortune to benefit by his guidance through the many forest trails that wind about the forest for the balance of the season.

4. (5 per cent.; about 3 minutes.) Quote, with the examples, punctuation rule 16.

5. (5 per cent.; about 7 minutes.) Copy the following passage, punctuating it correctly: The fight between the kearsarge and the alabama is at least in one respect unique or almost unique in naval annals it took place just outside the harbor of cherbourg france and was witnessed by thousands of frenchmen who assembled on the cliffs to see it for there had been ample warning of the impending conflict the alabama was sunk and thus ended the career of the most famous ship of the southern confederacy unless we except the merri

mac.

Spend the remaining time (about 10 minutes) in revising your whole paper, especially in again carefully revising your theme.

APPENDIX 15

SUGGESTED METHOD OF GRADING AND

CORRECTING THE THEME

I

A METHOD OF GRADING IN PERCENTAGE

Exemptions. No deductions will be made for: i, violation of rules and principles not yet studied; ii, misspelling of foreign words or words newly added to the writer's vocabulary; iii, repetitions, in the same theme, of the same misspelling or of any other error in the same wording. Marginal symbols indicating these errors will be enclosed in circles.

Class A errors: i, flagrant violation of theme-unity or paragraph-unity (see sections 2-4); ii, failure to paragraph in accordance with outline (see section 18); iii, incomplete sentence (see sections 84-86); iv, flagrantly "choppy" style (see section 135); v, comma-sentence (see Appendix 10, rule 1, note b); vi, a flagrantly large number of misspellings. 30 will be deducted for one error of any of the foregoing kinds; 10 for each additional error. Marginal symbols indicating these errors will be underscored twice.

Class B errors: i, omission of topic-sentence (sections 3549); ii, wrong case (sections 96-105); iii, confusion of lie with lay, or of like with as or as if (sections 109-112, 121); iv, violations of the punctuation rules, not including the notes (Appendix 10); v, misspelling of the verbal or plural ending -ies, or of possessive endings (Appendix 11, lessons 1, 4-6); vi, failure to drop silent e before -ing (Appendix 11, lesson 9); vii,

violation of the rule for doubling before -ed and -ing (Appendix 11, lessons 12-13); viii, violation of the "Celia" rule for ei and ie (Appendix 11, lesson 16); ix, misspelling of business, immediately, laid, led, necessary, off, principle (rule, law, uprightness), principal (all other meanings), separate, too, together, until; x, violation of the principle of rhetoric or spelling most recently studied. For each error of the foregoing kinds 5 will be deducted. Marginal symbols indicating these errors will be underscored once.

For each error, 2 will

Class C errors: All other errors. be deducted. Marginal symbols indicating these errors will not be underscored.

The deductions for the three classes of errors are for a theme of about 400 words. Deductions for Class B and C errors will be doubled for a theme of about 200 words; halved for a theme of about 800 words. The deductions for Class A errors will remain unchanged.

The sum of the deductions, subtracted from 100, will give the grade of the theme. This grade may, however, be raised by a bonus, or further lowered by a penalty.

A bonus (never amounting to more than half the distance to 100) will be awarded for marked effort (as in a careful investigation or consideration of the subject of the theme, clear arrangement or wording, mastery of habitual errors), or for marked literary ability (as in interest, novelty, originality, notable clearness in a difficult subject, excellence of word-choice or sentence-style).

A penalty (never amounting to more than half the distance to 0) will be exacted for failure to make sense, flagrant laziness of thought, or neglect of special instructions.

Extra credit in some form will be awarded the theme which the class votes the best, and the theme which in the teacher's opinion contains the best single sentence.

II

METHOD OF CORRECTION BY THE STUDENT

1. Write the theme in pencil and correct it in ink.

2. Make each correction solely and exactly on the principle indicated by the marginal symbol.

3. If the correction of an error involves only a slight change, cancel with a single, straight, horizontal line, and write the correction above.

4. If the correction involves changing the order of words, cancel the words to be shifted, and insert them with a caret (^) where they belong.

5. If the correction involves rewriting a whole sentence or more, cancel, and add the corrected sentence at the end of the theme or on an extra sheet.

6. Do not erase an error; do not obliterate it. The whole purpose of this method of correction is to enable the teacher to see at a glance what your error was and what your correction is, in order that the two may be compared.

7. Be careful not to make a new error when correcting an old one.

8. Correct the outline as well as the theme.

9. Your work of correction will receive a grade, which will be calculated by deducting from 100 a penalty of 30 for each error improperly corrected, except that the grade will not go below 0.

10. You will not be held responsible for an error you do not know how to correct, if you have faithfully looked up the references given after the symbol in Appendix 17 and have been unable to secure the proper help.