Teachers' Outlines for Studies in English

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Gilbert Sykes Blakely. Teachers' Outlines for Studies in English

Teachers' Outlines for Studies in English

Table of Contents

PREFACE

STUDIES IN ENGLISH

I. THE TEACHING OF THE NOVEL

Outline for the Study of Ivanhoe. I. Preparation

II. Reading and Study

III. Study of the Book as a Whole

Outline for the Study of the Vicar of Wakefield. I. Preparation

II. Reading and Study

III. Study of the Book as a Whole

Outline for the Study of Cranford. I. Preparation

II. Reading and Study

III. Study of the Book as a Whole

Outline for the Study of Silas Marner. I. Preparation

II. Reading and Study

III. Study of the Book as a Whole

II. THE TEACHING OF NARRATIVE POETRY

Narrative Poetry

Outline for the Study of Narrative Poetry. I. Preparation

II. A Rapid Reading

III. A Careful Reading

IV. Study of the Poem as a Whole

Outline for the Study of the Lady of the Lake. I. Preparation

II. A Rapid Reading

III. A Careful Reading

IV. Study of the Poem as a Whole

Outline for the Study of the Ancient Mariner. I. Preparation

II. Reading and Study

III. Study of the Poem as a Whole

Outline for the Study of the Idylls of the King. I. Preparation

II. A Rapid Reading

III. The Meaning of the Idylls

IV. General Questions

Gareth and Lynette

Lancelot and Elaine

The Passing of Arthur

III. THE TEACHING OF LYRIC POETRY

Outline for the Study of L'Allegro and Il Penseroso. I. Preparation

II. Reading and Study

III. Study of the Poem as a Whole

Outline for the Study of Lycidas. I. Preparation

II. Reading and Study

III. Study of the Poem as a Whole

Outline for the Study of the Deserted Village[3] I. Preparation

II. Reading and Study

III. Study of the Poem as a Whole

IV. THE TEACHING OF THE DRAMA

I. Preparation

II. First Reading

III. Second Reading

IV. Study of the Play as a Whole

Outline for the Study of The Merchant of Venice. I. Preparation

II. First Reading

III. Second Reading

IV. Study of the Play as a Whole

Outline for the Study of As You Like It. I. Preparation

II. First Reading

III. Second Reading and Study

IV. Study of the Play as a Whole

Outline for the Study of Julius Cæsar. I. Preparation

II. Reading and Study

III. Study of the Play as a Whole

Outline for the Study of Macbeth. I. Preparation

II. Reading and Study

III. Study of the Play as a Whole

Outline for the Study of Comus. I. Preparation

II. Reading and Study

III. Study of the Poem as a Whole

V. THE TEACHING OF THE ESSAY

General Plan for the Study of the Essay

I. Preparation

II. Reading and Study

III. Study of the Essay as a Whole

Outline for the Study of the Sir Roger de Coverley Papers. I. Preparation

II. Reading and Study

III. Study of the Book as a Whole

Outline for the Study of Irving's Sketch-Book. I. Preparation

II. Reading and Study

III. Study of the Book as a Whole

Outline for the Study of Franklin's Autobiography. I. Preparation

II. Reading and Study

III. Study of the Book as a Whole

Outline for the Study of Carlyle's Essay on Burns. I. Preparation

II. First Reading

III. Second Reading

IV. Study of the Book as a Whole

Outline for the Study of Macaulay's Life Of Johnson. I. Preparation

II. Reading and Study

III. Study of the Book as a Whole

Outline for the Study of Burke's Speech On Conciliation. I. Preparation

II. First Reading

III. Second Reading

IV. Study of the Book as a Whole

Outline for the Study of Emerson's Essays

I. Preparation

II. Reading and Study

III. Study of Each Essay as a Whole

Outline for the Study of Webster's First Bunker Hill Oration

I. Preparation

II. Reading and Study

III. Study of the Oration as a Whole

Outline for the Study of Washington's Farewell Address. I. Preparation

II. Reading and Study

III. Study of the Address as a Whole

FOOTNOTES

APPENDIX

COLLEGE ENTRANCE EXAMINATIONS IN ENGLISH

COLLEGE ENTRANCE EXAMINATION BOARD (1905)

A—Reading and Practice[4]

B—Study and Practice

(1907) A—Reading and Practice

B—Study and Practice

FOOTNOTES

HARVARD UNIVERSITY

(1906)

(1907)

PRINCETON UNIVERSITY

(1907)

BRYN MAWR COLLEGE

(Spring, 1906)

(Autumn, 1906)

(Spring, 1907)

THE UNIVERSITY OF CHICAGO

(Spring, 1907)

A—Composition

B—Intensive Reading

C—Rhetoric

(Autumn, 1907)

A—Composition and Rhetoric

B—Literature

BROWN UNIVERSITY

(1905) I

II

III

(1907) I

II

III

SHEFFIELD SCIENTIFIC SCHOOL

(1905)

(1906)

(1907)

UNIVERSITY OF PENNSYLVANIA

(Spring, 1907)

(Autumn, 1907)

YALE COLLEGE

(Spring, 1905)

(1906)

(1907)

WELLESLEY COLLEGE

(1906)

WESLEYAN UNIVERSITY

(1907)

GATEWAY. SERIES OF ENGLISH TEXTS

COMPOSITION-RHETORIC

Отрывок из книги

Gilbert Sykes Blakely

Based on the Requirements for Admission to College

.....

Oral reading is more than usually important in a book like Cranford, for much of the enjoyment of the story comes from an appreciation of its wit and humor, and these qualities can best be brought out by oral reading. Some part of each day's recitation period might well be devoted to the reading of choice passages. Of special value in securing appreciation of the story is the preparation of compositions based on the students' own knowledge of country life. They may be descriptions, both real and imaginative, of some country village; accounts of small social gatherings or card parties; dialogues to show the characteristics of the people, etc.

In addition to these exercises there will, of course, be need for cross-questioning to make sure that the important facts relating to the scene, the characters, and the events are clearly understood. Some care will be necessary to see that students understand the virtues as well as the foibles of the characters.

.....