(6) Avoid weak or abrupt endings. An important thought at the close of a sentence requires a volume of sound corresponding to the sense. The change would be of the greatest value to all students, that is, to those who regularly study on Sunday, at least. [Better, The change would be of the greatest value to all students, and especially to those who regularly study on Sunday.] Let those who are ambitious to win place or power, worry. [Better, Let those worry who, etc.] (7) A construction borrowed from another language should be changed to the natural word-order of English. Under the then existing circumstances, nothing could be done. [Better, Under the circumstances then existing, nothing could be done.] The too great distance of the proposed field from the campus is another objection. An admittedly by far better location is on High Street. [Better, The proposed field is too far from the campus. It is admitted that High Street would afford a much better location.] We ran the entire gamut of our at that time possibilities. [Omit at that time.] He, when he had put a white tie on, looked around for his gloves. [Better, After putting on a white tie, he looked around for his gloves.] (8) Force is gained by cutting out all unnecessary words. The imperative and the participle are means of condensation. The Church and Parliament were opposed to his claims and created a strong opposition. [Better, The Church and Parliament created a strong opposition to his claims.] Two green eyes glared at him through the darkness and came nearer and nearer, and when he was about to call for help he found that it was only a cat. [Better, Two green eyes glared at him through the darkness; nearer and nearer they came; he was about to call for help when he found that it was only a cat.] The twenty-eight hundred students assembled [omit] united in giving the University yell. If you will only coddle him, he will treat you well. [Better,Coddle him and he, etc.] When he had done the deed, he disappeared. [Better, — The deed done, he disappeared.] (9) For strength use particular terms instead of general terms. An epidemic existed in the interior; the inhabitants were dying in large numbers. [Better,- An epidemic was raging in the interior; the people were dying by thousands.] (10) Avoid needless repetitions of the same word and close repetitions of the same sound. Avoid a succession of monosyllables. Avoid harsh or abrupt endings. His person and manner were ungracious enough, so that he prevailed only by strength of his reason, which was enforced with confidence enough. Near by are some shells thrown up by the waves in some storm. It is only comparatively recently that it has been distinctly seen by astronomers. Certain characteristics are certain to offend. Letting our eyes fall once more to the surface of the water, let us look more carefully at the scene. His life went on on the peaceful lines which he had laid down for himself. A simple-hearted man with nothing to influence other men with but goodness of heart. (11) Euphony is violated in the following sentences: Recall all the thrilling incidents of that day. [Better, -Recollect, etc.] He was proud of the learning he had got. [Better, which he had acquired.] The second tumbril empties and moves off; the third comes up. [Better, approaches.] Such changing scenes. [Better, Such varying scenes.] - (12) A verb implying action is more forcible than a verb passive in sense. Avoid trite and meaningless expressions, like If I may be allowed to use the figure; Situated as it is, on Lake Michigan, etc.; very nice; very happy; as it were; I think; that is to say; this subject is very important; the end is not yet; suffice it to say. Just beyond the laboratory is a storeroom, so to speak [omi], where chemicals and apparatus are kept. The Library is the best place to be found [omit] for collecting class-taxes. He seemed at times to mock at reason, defy judgment, and lack [better, break through] all restraint. Near the palace is [better, totters] the hovel. (13) Beware of the mixed metaphor and the anticlimax. Do not use a figure unless it brings strength to the sentence. He would have given his all life itself, his hopes, his prospects - to blot out that deed. [Anticlimax. Put life itself after prospects.] The wildest excitement prevailed, and at two o'clock the hungry eyes of the sailors feasted once more upon dry land. [Mixed metaphor.] In our Teachers' Association will be found many of the wheel horses who teach the young idea how to shoot. Life's sunset is approaching. [Better,— Life's sun is setting.] The plan of representing the character of the surface by contour lines has its advantages and disadvantages and, like the Nebular Theory [omit], has many supporters. The teacher should be all that is noble and pure. The children, those blossoms of love [omit], are constantly looking to the teacher for guidance. INDEX. [THE NUMBERS REFER TO THE PAGES OF THE TEXT.] Abstract, 157-159. Accident in narrative, 128. Century, 47. Characters, 127. Agriculture, essay subjects in, 417. Character sketches, 80. Allen, James Lane, 333. Ambiguity, 450. Amplifying paragraphs, 89-91. Analysis, 137, 167. rhetorical, 382. A posteriori argument, 180. Astronomy, essay subjects in, 416. Chicago Graphic, 213. Circumstantial evidence, 181. Classics, essay subjects in, 404. Clay, Henry, 47. Clearness of sentence, 445, 455. Concluding paragraphs, 83, 87, Conditions, 54. Connectives, 451. Conrad, Joseph, 93, 340, Contemporary Review, 264. Contiguity, 99, 148. Contrary, 37. Contrast, 54, 58, 99, 147, 151. Conversation, 131. Correction marks, 422, 435-439. Criticism, 159. Curtis, G. W., 68. Deductive reasoning, 176. Deductive type, 63, 66. Borrow, George, 118, 120, 131, 250, Definition, 37, 136, 137, 167. Definitive essay, 140, 151. paragraph, 66. statements, 39. 138, De Quincey, Thomas, 15, 56, 58, Bolingbroke, 90. Bombast, 455. Book reviews, 164. 69, 88, 337, 356. Description, 92-112, 130, 153. preliminaries to, 94. Descriptive paragraphs, 72. sketches, 76. Details, 35, 60, 89, 94, 101. Dickens, Charles, 78. 108, 110, 241. Eliot, George, 121. Emerson, R. W., 1, 20, 337. Emphasis, 58-60, 101. Enforcement, 44, 87, 89, 151. Hawthorne, Nathaniel, 110, 346. History, essay subjects in, 405. 417. Howells, W. D., 110, 239, 335, 342. Engineering, essay subjects in, Illustration, 39, 70. 418. Engineering News, 282. English language and litera- ture, essay subjects in, 400. Images, 92, 93, 106, 110. Impressions, 105, 108. Indication of effects, 93, 96, 102, 103, 105, 106, 108, 110, 241. Inductive essay, 151. Inductive reasoning, 174. Inductive type, 64, 66. Inferences, 169, 175. Infinitive, 450. Essay subjects, classified list of, Interpretation, 159. Essays, 91-185. definitive, 140, 151. didactic, 164. familiar, 164. inductive, 151. 400. Introductory paragraphs, 83, 86. Introductory sentences, 47. Inversion, 50. Isolated paragraph, 8, 27. It, 54. James, Henry, 76, 77. James, William, 65. Jefferies, Richard, 111, 339, 343. Johnson, Samuel, 24. King, C., 262. Kingsley, 38, 240, 260, 369. Kipling, Rudyard, 77, 104. Lamb, Charles, 49. Laws of the paragraph, 10-27. Lecky, W. E. H., 352. Lettsom, W. N., 240. |