Practical English Composition: Book II. / For the Second Year of the High School

Printer errors: A number of printer errors have been corrected. These are marked by light underlining and a title attribute which can be accessed by hovering with the mouse. For example, text . In Chapter VIII , sections VII onwards were incorrectly numbered one greater than they should have been. This has been fixed. In addition, some punctuation errors have been corrected, but inconsistent hyphenation has been left as in the original.
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When a theme is returned to you, number each correction, and draw a heavy circle about the number. Then take another sheet of paper, and using the numbers that correspond to those on your theme, state in each case the error you made; then correct it, and give your reason for making this correction: for instance, if the mistake is marked W, i.e. a word misused, state whether the word to which the critic objected is not in good usage, or is too often repeated, or does not give the idea intended. Next, supply the proper word and show that it fits the place. Answer any questions asked by the critic and follow out any suggestion given. Put the sheet of corrections in proper form for a M.S. Fasten the sheet to your original theme and hand both to the teacher in charge of the laboratory. No credit will be given for any written theme until the mistakes are corrected.
The following signs are used to indicate mistakes in a theme:
BY EDWIN L. MILLER, A.M. PRINCIPAL OF THE NORTHWESTERN HIGH SCHOOL DETROIT, MICHIGAN
BOSTON NEW YORK CHICAGO HOUGHTON MIFFLIN COMPANY The Riverside Press Cambridge
COPYRIGHT, 1916, BY EDWIN L. MILLER ALL RIGHTS RESERVED
THE RIVERSIDE PRESS CAMBRIDGE · MASSACHUSETTS U · S · A
This volume is the second in a series of four, each of which has been planned to cover one stage in the composition work of the secondary-school course. These books have been designed to supply material adapted as exactly as possible to the capacity of the pupils. Most of the exercises which they contain have been devised with the idea of reproducing in an elementary form the methods of self-instruction which have been employed by successful writers from Homer to Kipling. Nearly all of them have been subjected to the test of actual classroom use on a large scale. They may be used independently or as supplementary to a more formal textbook. Each volume contains rather more work than an ordinary class can do in one hundred recitations.