Warriner's English Grammar and Composition Teacher's Manual Complete Course.

276 Pages·1977·35.53 MB·English

by  John E. Warriner

TEACHER'S MANUAL

with Answer Keys

COMPLETE COURSE

Warriner's
English
Grammar
and
Composition

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TEACHER'S MANUAL
COMPLETE COURSE

Warriner's
English
Grammar
and
Composition

HERITAGE EDITION

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TEACHER'S MANUAL

with Answer Keys
COMPLETE COURSE

English
Grammar
and
Composition

HERITAGE EDITION

John E. Warriner

Francis Griffith

HARCOURT BRACE JOVANOVICH
New York
Chicago
San Francisco
Atlanta
Dallas
and
London

We do not include a teacher's manual automatically with each ship-

ment of a classroom
set of textbooks. We prefer to send a teacher's

manual only when
it is part of a purchase order or when
it is requested

by the teacher or administrator concerned or by one of our representa-

tives. A teacher's manual can be easily mislaid when
it arrives as part

of a shipment delivered to a school stockroom, and, since
it contains

answer materials, we would
like
to be
sure
it
is
sent directly
to the

person who will use
it, or to someone concerned with the use or selec-

tion of textbooks.

If your class assignment changes and you no longer are using or

examining
this Teacher's Manual, you may wish
to pass
it on
to a

teacher who may have use for
it.

John E. Warriner taught English
for thirty-two years
in junior and

senior high schools and
in college. He
is chief author of the English

Grammar and Composition series, coauthor of the English Workshop

series, and general editor of the Composition: Models and Exercises

series. His coauthors are
all active in .English education.

COPYRIGHT © 1977 BY HARCOURT BRACE JOVANOVICH, INC.

All rights reserved. No part of this publication may be
reproduced or transmitted in any form or by any means,

electronic or mechanical, including photocopy, recording,

or any information storage and retrieval system, without

permission in writing from the publisher.

Material from earlier editions: copyright © 1973, 1969, 1965, 1961
by Harcourt Brace Jovanovich, Inc. All rights reserved.

printed in the united states of america

isbn 0-15-311917-9

Contents

Introduction
vii

Section
I

Suggested Course of Study

Section
II

The Teaching of Composition
9

General Principles and Techniques
1

1

Motivation and Class Procedure
17

The Use of Models
30

Evaluation
3

1

A Sequence of Composition Assignments
37

Section
III

Suggested Teaching Procedures
49

Part One: Grammar
51

Part Two: Usage
65

Part Three: Composition: Sentence Structure
86

Part Four: Composition
104

Part Five: Mechanics
130

Part Six: Aids to Good English
137

Part Seven: College Entrance and Other Examinations
149

Section IV

Model Lesson Plans
153

Answer Keys
173

Answer Key to Warriner's English Grammar and Composition,

Complete Course
175

Answer Key to Teaching Tests, Complete Course
240

Tab Key Index
257

INTRODUCTION

A basic text

The English Grammar and Composition series consists of six books for

use as basic texts
in grades 7 to
12. Despite the proliferation of teaching

materials
in English in recent years and the increasing use of media other

than the textbook, the basic text continues to hold its position as the center

of the instructional program in most English classes.

No teacher would wish
to
return
to the days when
students were

supplied with only one book from which to acquire competence in the use

of English. To do so would be to ignore the rich store of supplementary

teaching
aids made
available
in
the
last twenty
years.
Specialized
texts

designed
to teach such subjects as language
history,
linguistics,
creative

writing, journalistic writing, and the appreciation and development of style

enrich the English course. Materials adapted for particular groups are im-

portant additions to the modern teacher's resources. Films and filmstrips,

records, and tapes provide a desirable variety of presentation.
All these

diverse materials and media, however, serve to emphasize the need for a

single, coordinated, basic language text as an indispensable base of opera-

tions in any program.

Content

In
content and
organization
the English Grammar and Composition

series reflects the authors'
belief that the primary function of an English

textbook
is to provide the subject matter of English in a clear and flexible

arrangement. Each book contains separate sections on the following study

areas: grammar, usage, sentence structure, composition, library and refer-

ence
tools, and mechanics.
Also,
a vocabulary program and a
spelling

program run throughout the series. Each section, as well as each chapter

within a section,
is an independent unit, a fact which enables the teacher to

use the books with any course of study and in any sequence.

Books
in the
series have been carefully graded
to meet the language

needs of students at each level. For example, the number of chapters de-

voted to the construction of clear and smooth sentences increases from two

in First Course to ten in Complete Course.
In First Course,
instruction in

grammar
is limited to simple and compound sentences. Second Course
in-

troduces adjective and adverb clauses and one of the verbals—the partici-

ple. Third Course adds the noun clause and the other verbals.

Refinements in usage are added each year as the student becomes able

to understand them and employ them
in speaking and
writing. Work
in

vii

viii
INTRODUCTION

expository writing moves from simple explanations and reports in the early
books to the formal research paper and the
logical presentation of argu-

ment in the later ones. In
all areas, each book reviews what students have

studied in the preceding years and carries on the teaching in greater depth.

Presentation

Subject matter is the province of the textbook; method, however,
is the

province of teachers. The texts are intended to aid teachers; they do not
usurp their proper role in motivation and method. A textbook which can be

taught by only one method and in only one sequence may easily get in the
way of teachers who prefer their own approaches or who wish to follow a

local course of study.

Although the presentation of material in the texts is straightforward and

deductive, the material can, and in many instances should, be taught induc-

tively, the teacher leading the class through specific examples to the formu-

lation of the principle underlying them. Then, in the text, the class will find

the
principle
fully explained and followed by
practice
exercises. The

"Model Lesson Plans" near the end of this Manual,
as well as the page-

by-page discussions
in the "Suggested Teaching Procedures"
section of

the Manual, show specifically how to employ the inductive method. (Note,
however, that for review, which is a basic process in each year of English,

the deductive method
is usually more efficient than the inductive, and for

advanced classes
it
is often as effective and far less time consuming even

for the presentation of new skills.)

Everything taught in the English Grammar and Composition series has

a practical application to speaking and writing. Although addressed infor-

mally to the student, the instruction is concise and businesslike.
It does not

strain to be entertaining, nor does
it rely on decorative art and discursive

one-way chats with the student to make English study palatable. The sub-

ject matter of English
is English. The authors are convinced that
it cannot

be taught successfully by means of digressions and excursions into other

fields. The wide acceptance of the previous editions reinforced the authors'

belief that both students and teachers appreciate this serious,
straightfor-

ward presentation.

A reference handbook

For most students, especially those in the upper grades, a basic English

textbook serves another useful function—that of a reference book. In order

to increase their effectiveness as reference tools, the English Grammar and
Composition
books follow
the handbook
format. The
organization by

subject-matter areas, the use of color for important definitions and rules,

the tab key index, and the omission of extraneous materials help students

to find with ease answers to their questions about English. This easy refer-

INTRODUCTION
ix

ence feature of the books
is especially appropriate
in today's classrooms,

where students are encouraged to work independently, to do more study-

ing on
their own.
In such
matter-of-fact areas
as usage, punctuation,

capitalization, manuscript form, letter writing, and sentence structure, any

student can find the answer to a specific problem by referring to the text,
where
all rules are clearly stated and typographically highlighted.

Composition

English teachers are keenly aware of the importance to their students of

achieving competence in writing. The written word affords no hiding place

for the
unskilled, no means of coverup. Incompetence
is obvious,
often

glaring.
Inability to express ideas adequately
in writing handicaps the stu-

dent in all kinds of work. For this reason the major emphasis in all books in

the English Grammar and Composition
series
is on written composition,

with expository writing receiving the most attention.

In one sense, the ability to write well
is acquired through the mastery of

a great many individual
skills, and textbook exercises provide practice in

employing them. Through the teacher's guidance and insistence, students

learn to carry over into
all their writing the
skills they have learned from

their textbook.

In another sense, the ability to write well requires, among other things,

accurate observation,
a stimulated imagination, strong
interest
in words,

and an awareness of logical thinking and clear organization. These are the

intangibles of the writing art. To a degree they are teachable. Each book in

the series deals with them. For the most part, however, they are acquired
through broad personal experience and through the analysis and emulation

of models of good writing.

The Composition: Models and Exercises series

Since
space
for models
is
necessarily
limited
in
a general
English

textbook,
a companion
series of texts, Composition: Models and Exer-

cises, has been prepared to reinforce the teaching in English Grammar and
Composition. Composition: Models and Exercises
consists of five books

paralleling First Course through Fifth Course. Advanced Composition: A
Book of Models for
Writing
is recommended
for use with Complete

Course.

Grammar

The English Grammar and Composition series teaches grammar for two

main reasons—to provide a basis for instruction
in usage and to facilitate

the teaching of writing. While
it cannot be demonstrated that ignorance of

grammar ever prevented students from writing well,
it
is obvious that such

x
INTRODUCTION

ignorance can prevent them from
profiting from the teacher's instruction

and corrections. The experienced teacher knows that teaching composition

is a difficult job at best; without a vocabulary for discussing sentence struc-

ture,
it is next to impossible. Similarly, the teaching of grammar will not in

itself necessarily change usage
habits, but
it does make possible the
effi-

cient teaching of such broad concepts as agreement, pronoun
reference,

and proper placement of modifiers.

For both of these purposes—the teaching of writing and the teaching of

usage—the authors
believe
traditional grammar to be
particularly well

suited.
Its vocabulary
is already partly familiar to most students, even
in

the earlier grades;
its essential concepts can be taught in a fairly short time;

and
its common sense statements, though sometimes unscientific, have a

direct and obvious bearing on matters of usage and composition. By ad-

vocating the use of traditional grammar in teaching usage and composition,
however, the authors are not suggesting that other linguistic approaches be

ignored.

Teaching Tests

A complete
testing program accompanies
the English Grammar and

Composition
series. The test booklets, Teaching Tests,
are available from

the
publisher
at a small
cost.
Printed
tests
are
usually more
highly
re-

spected than mimeographed tests prepared by the teacher, and they relieve

the teacher of a vast amount of work in preparing and duplicating tests for

class use.

Teacher's Manuals

A Teacher's Manual such as this one
is available for each book in the

English Grammar and Composition
series. The manuals contain
a

suggested course of study,
a
section on the teaching of composition,

specific
suggestions
for teaching each chapter, model
lesson
plans, and

answer keys for exercises in the text and for the tests in the Teaching Tests

booklet.

SECTION I

Suggested Course

of Study

English Grammar and Composition: Complete Course
is
a
flexible

textbook; with a few necessary exceptions, any chapter may be taught at
any time during the school year, independent of the chapters which pre-
cede or follow
it. The book, therefore, may be used with any course of

study, taught in any sequence. Schools with their own courses of study will
have no need for the one suggested
here. Teachers who do not have a

prescribed course to follow may find the one given here helpful in planning

the year's work.

In allotting the various chapters to specific quarters of the school year,

the authors have been guided by the considerations which are discussed in

the explanatory notes that follow the course outline. Admittedly, there
is

more in the book than any one class could cover in a single year. Teachers

will select those chapters or parts of chapters they wish to teach. All chap-

ters,
nevertheless, have been included
in
the
outline
for the
suggested

course of study.

The first and second quarters are fuller than the third and fourth. This

crowding of the
first semester
is natural
in any subject that contains as

much work on skills as does English. Skills should be taught early so that

students will have ample time to practice them during the rest of the year.
The
skills the authors consider the most important are placed
in the
first

and second quarters. From the time you teach a
skill, hold your students

responsible for
it in all their writing.

The natural result of placing these skill chapters early in the year is that

the fourth quarter seems very spare. By this time, most of the teaching of

skills has been done, and the last part of the year, in many ways the most

indispensable
part, should be devoted to much writing
in which the
stu-

dents are expected to display
all the
skills they have studied. The authors

assume that
in most senior English classes one
half of the work
will be

devoted to composition and speech, the other half to literature study.

Since any
senior course covers
in review those
things which were

taught in earlier years, many chapters may not be necessary in classes that

learned the subject matter in preceding grades. In the course outline such

chapters are labeled Review as needed. These chapters may be covered

rapidly
in an individual "diagnosis-study-test" kind of procedure; or cer-

tain parts of the chapters which you know your students need to review
may be assigned and given classroom treatment; or the chapters may be

left entirely for individual students
to
refer to on
their own as the need

arises.