A New Method in English Analysis
This historic book may have numerous typos and missing text. Purchasers can usually download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1888 edition. Excerpt: ...art to conceal art. (8.) We make another man's judgment ours by frequenting his company. (9.) There is no being eloquent for Atheism. (10.) For her own person it beggared all description. (11.) She seizes their hearts, not waiting for consent. (12.) A native grace Sat fair proportioned on her polished limbs, Veiled in a simple robe, their best attire. 215. Instead of analyzing by the Models, teachers may ask questions similar to the following, with equal effect: --Questions on Sentence (1), of Lesson XXVIII.--What is the subject? The predicate? How many modifiers has the subject? Name them. Are any of them complex? Which? What is its basis? How many modifiers has the predicate? Name them. What kind of an element is its second modifier in reference to its form and construction? What is its basis? By what is the substantive of the basis modified? What kind of an element is its third modifier in reference to its form and construction? What is its basis? By what is this basis modified? What first class element in this sentence contains another first class element within itself? What first class element in this sentence contains a second class element in itself? What kind of a sentence is it, as a whole, in reference to its form and construction? Note.--By using questions similar to the above, instead of analyzing by Model, repetition may be avoided, and time saved. By this method, only the unfamiliar, rare, and important points need be brought out, and a greater number of sentences may be examined in a given time, than by using the Models. Let the answers be required in the terms of the Models. 216. Written Work for Next Lesson: --Mark the first ten sentences in Lesson XXIX according to the MODEL in Lesson XIV. LESSON XXIX. EXEKCISE ON SIMPLE...
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- 13 Sep 2013
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