The plan of the book is as follows:—
1. Part 1 provides a series of themes covering description, narration, exposition, and argument. The purpose is to give the pupil that inspiration and that confidence in himself which come from the frequent repetition of an act.
2. Each theme differs from the preceding usually by a single point, and the teaching effort should be confined to that point. Only a false standard of accuracy demands that every error be corrected every time it appears. Such a course loses sight of the main point in a multiplicity of details, renders instruction ineffective by scattering effort, produces hopeless confusion in the mind of the pupil, and robs composition of that inspiration without which it cannot succeed. In composition, as in other things, it is better to do but one thing at a time.
3. Accompanying the written themes is a series of exercises, each designed to emphasize the point presented in the text, but more especially intended to provide for frequent drills in oral composition.
4. Throughout the first four chapters the paragraph is the unit of composition, but for the sake of added interest some themes of greater length have been included. Chapter V, on the Whole Composition, serves as a review and summary of the methods of paragraph development, shows how to make the transition from one paragraph to another, and discusses the more important rhetorical principles underlying the union of paragraphs into a coherent and unified whole.
5. The training furnished by Part 1 should result in giving to the pupil some fluency of expression, some confidence in his ability to make known to others that which he thinks and feels, and some power to determine that the theme he writes, however rough-hewn and unshapely it may be, yet in its major outlines follows closely the thought that is within his mind. If the training has failed to give the pupil this power, it will be of little advantage to him to have mastered some of the minor matters of technique, or to have learned how to improve his phrasing, polish his sentences, and distribute his commas.
6. Part II provides a series of themes covering the same ground as Part I, but the treatment of these themes is more complete and the material is adapted to the increased maturity and thought power of the pupils. By means of references the pupils are directed to all former treatments of the topics they are studying.
7. Part II discusses some topics usually treated in college courses in rhetoric. These have been included for three reasons: first, because comparatively few high school pupils go to college; second, because the increased amount of time now given to composition enables the high school to cover a wider field than formerly; and third, because such topics can be studied with profit by pupils in the upper years of the high school course.
8. It is not intended that the text shall be recited. Its purpose is to furnish a basis for discussion between teacher and pupils before the pupils attempt to write. The real test of the pupils' mastery of a principle discussed in the text will be their ability to put it into practice.
Any judgment of the success or failure of the book should be based upon the quality of the themes which the pupils write. Criticisms and suggestions will be welcomed from those who use the book.