10. An outline should be prepared in advance, out of class. 11. The outline should be revised under the teacher's criticism, before the theme is written. 12. The theme should be begun under the teacher's oversight, to forestall organic errors. 13. The theme should be revised by the pupil before submission. 14. Careless work should be rejected. 15. The teacher should grade heavily on principles recently studied and errors habitual. 16. Principles not yet studied should be largely overlooked. 17. Plodding care or literary merit should receive a bonus; laziness of thought or neglect of instructions, a penalty. 18. An unrigorous theme-grader never discovers what his pupils can do, in point of accuracy; nor an unresponsive one, in point of literary merit. 19. Theme-grading can be made arithmetical, rapid, unexhausting. 20. Better a few errors unnoticed, than a teacher too tired to teach. 21. An individual theme-conference is enormously remunerative. 22. The pupil should correct the theme in accordance with the teacher's criticisms, and resubmit it for a second inspection and a second mark. A theme uncriticized by the teacher is a waste of the pupil's time; and a theme uncorrected by the pupil is a waste of the teacher's. 23. The main field of rhetorical theory (Chapters I-X, the body proper of this book) should be kept simple, definite, distinct. 24. What is difficult, special, minute, or miscellaneous (the appendixes of this book) should be levied upon only to meet a real need. And a real need is likely to be individual and rare. 25. To benefit by rhetoric the pupil should be as old as fourteen and familiar with grammatical terms and functions. CHAPTER I: UNITY (1-10): Theme Unity (2-3); Paragraph Unity (4); Sentence Unity (5-10) Exercise 1 CHAPTER II: ORDERLINESS (11-25): Method of Outlining, in Four Steps (13), with Examples of Narrative, Descriptive, and Expository Outlines (14-16); Methods of Arrangement (17); Miscellaneous Directions (18-25) . CHAPTER III: PROPORTION (26-32): Application to Paragraphs, to Introduction and Conclusion, to Outlines (27-31); Su- Topic-sentences (35-49): for Themes (35-42), with Ex- amples in Narration (36-38), Description (39-40), Exposi- Transition (50-58): Between Paragraphs (50-55) Exercises Misplaced Modifiers (59-66): General (59-60); Relatives (61); Only (62-63); Squinting (64); Split Infinitive (65); Weak Reference of Pronouns (67-76); General (67-72); Which (73-76); Exercises 12-13. Repeated Prepositions (77) Exercise 14. Number (87-95): Intervening Plurals (87); Compound Subjects (88); Collective Nouns (89-90); Anybody, etc., Ways, Falls, Woods, Don't (91-94); Plural Predicate Nouns Case (96-105): Simple Constructions (96-99); Relatives (100-101); Infinitives (102-104); Than, As, (105); Ex- 16 Other Matters of Correctness (106-128): Correlatives (106- 108) Exercise 20; Lie, Lay, etc. (109-112) Exercise 21-22; Shall and Will (113-117) Exercise 23; Tense Sequence (118- 120) Exercise 24; Like (121) Exercise 25; Superlatives (122); Subjunctive (123); Compound Adjectives (124); CHAPTER VI: FORCEFULNESS (130-149): Subordination in the Sentence (131-132) Exercises 28-29; Subordination in the Passage (133-136) Exercise 30; Balance (137-139) Exercises Meaning and Atmosphere of Words (151-154); Merits, De- fects, Dangers and Cure of Slang (155-158); Standards and CHAPTER VIII: VARIETY (165-181): Variety in Sentence- Structure (166-171), including Long and Short Sentences (166-170), Interrogative and Exclamatory Sentences (171), and Exercises 45-47; Variety in Words (172-179), including Good Repetition (172-177), Bad Repetition (178), and Ex- CHAPTER IX: SMOOTHNESS (182-188): Likeness of Sounds APPENDIX 4: ARGUMENTS (224-237): General Directions (224- |