isua-isnscatalog-1880-1881-019

Description: STATE NORMAL SCHOOL.19COMPOSITION.I. Nature oj the Subject.—Composition, like orthography, grammar,
etc., is a language subject
i. e., it has language for its subject-matter.
It is distinguished from the other members of the group of studies
called language subjects, by the view it takes of language and the
objects it seeks to accomplish. It has to do with language as discourse,
not as words nor as sentences. Composition work presupposes that of
orthography and grammar
it supposes the pupil to be able to spell
correctly and to know the principles of correct sentence construction.
It begins where they leave off. As spelling and grammar teach the
pupil how to form words and sentences correctly, so composition
takes sentences and organizes them into the whole, called discourse.
It presents the nature and the principles of the different forms of dis¬
course, and aims to give skill in actually constructing these forms.These ends are to be accomplished (1) by studying the principles of
discourse as presented in text-books upon the subject
(2) by the criti¬
cal examination of models of the different forms
and (3) by con¬
tinued practice in writing under criticism.II. Ends of Discourse. —These are, of course, limited by the nature
of mind, which all composition immediately respects. There can be
no rational discourse without supposing an audience. Even soliloquy
is not aimless. Whatever effect is produced upon a mind must be an
action, or a state of the intelligence, the feelings, or the will. Enlight¬
enment and conviction pertain to the mind as intellect
excitation is
a condition of the sensibility
and the form of composition denoted
Xiersuasion seeks to move the will.III. Enlightenment.—1. Definition: The form of discourse that has
for its object to produce a new conception or cognition. 2. Processes:
(a) definition
(b) description
(c) narration
(d) analysis
(e) exem¬
plification
(f) comparison and contrast
(g) exposition.These processes should be accurately defined and discriminated
from one another. After practice has given the ability to construct
them easily and readily, exercises should be required in which several
of them are combined.IV. Conviction.—Here the theme is a judgment, not a conception
or cognition. The object of the discourse is not to inform or en¬
lighten, but to convince—to establish a proposition, This leads to the
study of argumentation. The nature of argument must be studied—
the kinds and forms
the principles and arrangement in proof and in
refutation. This division of composition work opens to the student
an extensive field for study, and one in which instruction may be given
that forms an important part of a teachers education. The study of
Source: http://indstate.contentdm.oclc.org/cdm/ref/collection/isuarchive/id/32335
Collection: Indiana State University Archives

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