Word: themes
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Dates: during 1870-1879
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...beginning of the dissertation pick out a brilliant passage from your Sophomore themes. This will attract attention; and if it seem abrupt, the objection against abrupt beginnings is not well founded. [See Hill's Rhet., Book II. Chap. VI.] A similar quotation somewhat longer and, if possible, more brilliant will make a good conclusion. The intervening part, the body of the dissertation, should be carefully arranged, and have several marked divisions. Such divisions encourage the reader, for, without counting the remaining pages, he can see that he is drawing nearer the end; and they also are extremely handy when...
...idea that novels are not as valuable as other works is certainly erroneous, for some of our greatest scholars advise, and themselves practise, constant novel-reading. But apart from its literary value, a novel may be as necessary to a student as the dryest text-book in writing a theme, on some great novelist, for instance. We sincerely hope that the annoying restriction may be done away with...
...better adapted to its character, and will scarcely be superseded by this modern version. In the Scotch Symphony the orchestra was at its best. This tone-poem has all the wild picturesqueness of Highland scenery, and the quaint scherzo, especially, with its bagpipe melody, is very suggestive of its theme. As in the case of Brahms' first symphony, the several movements of this work were written at different periods of the composer's life, and yet the unity of thought and treatment is well preserved throughout. There are some commonplaces in it, however, and it might have been condensed...
...course he went to the district schools and there distinguished himself. One of his school compositions has been preserved, and shows, both in the choice of subject and in the treatment, an originality and a power of invective which are remarkable. His theme was the schoolma...
...instructor's corrections and criticisms form the most valuable part of the work in themes, and deserve the most careful attention. If, however, the corrected theme is not returned until the time when the new one is handed in, the student is unable to make full use of these corrections, and the faults of the first theme are repeated in the second for the simple reason that attention has not yet been called to them. This is especially the case in the Sophomore themes, where the writer has had but little previous practice, and has not learned to criticise...