on way south. 5. The army was so near that we could see campfires. 6. Each of the soldiers had rations. 7. Neither of the boys found mittens. 8. The swarm had left swarm settled on my head and I could feel wings whirring. c. 1. Not one of the people present lost 2. The sun at last showed 4. The animal had lost hive. 9. The presence of mind. ADJECTIVES AND ADVERBS 14. Choose the right word to fill the blank below and give your reason in each case. 1. I like it (very, real) well. 2. We never used (that, those) kind of pens. 3. Did you ever see such (a, an) apple? 4. He was (a, an) European. 5. Who is the (best, better) student, Mary or Martha? 6. The way (those, them) children grow is amazing. 7. (Them, those) crackers have come. 8. He is feeling (real, very, extremely) ill. 9. He looks most (unhappy, unhappily). 10. Drive (slow, slowly). 11. Hold the stake (firm, firmly). 12. She appears (intelligent, intelligently). 13. The girl is doing (fine, finely, well, exceptionally well). 14. I am (sure, surely) going. 15. I think you are (real, really, very) unkind to say so. 16. Are you (real, really) (sure, surely) you heard it? 17. Does n't that little girl look (sweet, sweetly)? 18. He feels (bad, badly) about his mistake. 19. He feels (some, somewhat) better to-day. 20. (Sure, surely) I'll go. 21. That tulip smells (sweet, sweetly). 22. She did it as (good, well) as anybody could. 23. Home looks (good, well) to me. 24. She recited so (good, well) that we liked to hear her. 25. The doctor says she's getting on (real, really, very) (good, well). APPENDIX F OUTLINES AND PARAGRAPHS I. USING OUTLINES A. For very short stories and one-paragraph compositions you cannot, perhaps, do better in making an outline for speaking or writing than to use a simple sentence plan,1 which is illustrated below in two slightly different forms. 1. The sentence plan (first form): I am going to tell about the rushing of the crowd for street cars on a busy corner, and the stream of automobiles, drays, cabs, and the like, and how a fire engine scattered the crowd. The composition : A LIVELY STREET SCENE The street was crowded. People were hurrying this way and that. Street cars, rushing back and forth, seemed at times about to collide with each other. Men, women, and children were running to get on already crowded cars. Every few moments automobiles would rush by as fast as the speed limit would allow. Cabs, drays, wagons rolled along in a continuous stream. A fire engine, drawn by two white horses, clattered down the street, frightening a drayman's team and making women scream as they snatched up their children and fled to a place of safety. 2. The sentence plan (second form): 2 The story tells first how my chum and I decided to scare some boys who were going to rob a grape arbor; next how we dressed up to scare them; and last what fun we had scaring them. 1 Leonard suggests this form of outline in his "English Composition as a Social Problem," p. 74. 2 See Book I, p. 24. The composition: WHEN MY CHUM AND I PLAYED GHOST One afternoon last August my chum and I overheard some other boys talking of raiding Mr. Brown's grape arbor. They planned to go about nine o'clock that night. We decided to have some fun by giving them a good scare. We decided to dress up as ghosts and meet at a certain street corner at fifteen minutes past eight. After supper I went up to my room and pinned a sheet about me, and went to meet my chum. I met him, also wrapped in a sheet, at the corner, and we hurried to the arbor. It was as black as pitch, and we were glad of it, because our costumes would show up better in the darkness. In about ten minutes the boys came and began picking grapes. We let them pick awhile, and then my chum walked out where they could see him. They stood stock-still, looking at him, until I stepped out. When they saw a second ghost they turned and fled. We chased them clear out of the lot and then went home laughing over our fun. We never heard of those boys' visiting that grape arbor again. B. For longer compositions you can use either an extension of the sentence plan or the more formal topical outline. Both are illustrated below. Junior high-school pupils will find it easier to make good outlines by the first plan than by the second. Extended sentence plan :1 I am going to tell (1) about the special characteristics of red ants, (2) how they go in search of black ants for servants, and (3) how they capture their victims. (1) This part tells that the red ants can't do anything for themselves, that they steal the children of other ants, and that they bring these up for their servants. (2) Here I am going to tell how I have seen red ants search for ant hills, and send out scouts, and keep on until they find a hill. (3) Here the red ants find a nest of black ants, rush in and seize the little grubs, and fight a battle with the parents. 1 See Leonard's "English Composition as a Social Problem,” p. 78. Topical outline: THE RED ANTS 1. Special characteristics of red ants. a. Inability to do things for themselves. 2. The search for ant nests. a. Starting out in a column. b. Sending out scouts. c. Persisting until they find a nest. 3. The capture of the victims. The composition: a. Finding a nest. b. Capturing the little ones. THE RED ANTS Among the treasures of my piece of waste ground is an ant hill belonging to the celebrated Red Ants, the slave-hunting Amazons. If you have never heard about these ants, their practices seem almost too wonderful to believe. They are unable to bring up their own families, to look for their food, to take it even when it is within their reach. Therefore they need servants to feed them and keep house for them. They make a practice of stealing children to wait on the community. They raid the neighboring ant hills, the home of a different species; they carry away the ant babies, who are in the nymph or swaddlingclothes stage; that is, wrapped in the cocoons. These grow up in the Red Ants' house and become willing and industrious servants. When the hot weather of June and July sets in, I often see the Amazons leave their barracks of an afternoon and start on an expedition. The column is five or six yards long. At the first suspicion of an ant hill, the front ones halt and spread out in a swarming throng, which is increased by the others as they come up hurriedly. Scouts are sent -out; the Amazons recognize that they are on a wrong track; and the column forms again. It resumes its march, crosses the garden path, · disappears from sight in the grass, reappears farther on, threads its way through the heap of dead leaves, comes out again, and continues its search. At last a nest of Black Ants is discovered. The Red Ants hasten down to the dormitories, enter the burrows where the ant grubs lie, and soon come out with their booty. Then we have, at the gates of the underground city, a bewildering scrimmage between the defending Blacks and the attacking Reds. The struggle is too unequal to remain in doubt. Victory falls to the Reds, who race back home, each with her prize, a swaddled baby, dangling from her jaws. —J. HENri Fabre, "Insect Adventures." Translated by LOUISE SEYMOUR HASBROUCK C. There is still a third way of outlining, which is especially useful when you want to gather together the facts on some rather large topic or to review some subject that you have studied. You may call this the column outline. In making such an outline you do not have to indicate coördination and subordination of the different facts as exactly as in a topical outline. The illustration below shows how one class reviewed and organized by means of a column outline what they had learned about the sentence. As the class stated all the facts that they knew about the sentence in the order that they happened to recall them, the teacher put the following list on the board, numbering the different items. Definition of a sentence (1). Declarative and interrogative sentences (2). Imperative sentences (3). Beginning every sentence with a capital letter (4). Not stringing sentences together with and's, but's, and then's (5). Putting an interrogation mark at the end of an interrogative sentence (6). Putting a period at the end of a declarative and an imperative sentence (7). Exclamatory sentences (8). Putting an exclamation point at the end of exclamatory sentences (9). Affirmative and negative sentences (10). No additional negative word in a negative sentence (11). Not writing parts of sentences as whole sentences (12). Not running two or more separate sentences together with no mark or only a comma between (13). The complete subject and complete predicate (14). The subject element (15). The predicate element (16). The linking element (17). |