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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