c 
 
 X*6u.C«teJ- 
 
 IN FRESHMAN 
 
 RHETORIC 
 
 at the university of Illinois 
 
 PARED BY THE UNIVERSITY OF ILLINOIS SENATE 
 Cv ITTEE ON STUDENT ENGLISH AND THE DEPARTMENT 
 
 OF 'SH • PUBLISHED BY THE UNIVERSITY OF ILLINOIS 
 
 URB, ILLINOIS, JANUARY 15, 1956 
 
ACKNOWLEDGMENTS 
 
 The University of Illinois Senate Committee on Student English and the Department of English are indebted to 
 
 the following persons and groups for their counsel and advice in the preparation of the manuscript for this 
 
 publication : 
 
 THE UNIVERSITY OF ILLINOIS COUNCIL ON TEACHER EDUCATION 
 
 THE UNIVERSITY OF ILLINOIS COMMITTEE ON THE PREPARATION OF SECONDARY SCHOOL TEACHERS 
 
 SECONDARY SCHOOL TEACHERS OF ENGLISH WHO REVIEWED THE MANUSCRIPT: 
 
 Miss Hazel Anderson, Galesburg Senior High School 
 
 Miss Alice C. Bauin, Austin High School, Chicago 
 
 Mr. Robert H. Carpenter, New Trier Township High School, Winnetka 
 
 Miss Marjorie Diez, J. Sterling Morton High School, Cicero 
 
 Mr. Robert Foxworthy, Bridgeport Township High School 
 
 Miss Alice Grant, Frankfort Community High School, West Frankfort 
 
 Miss Isabel Hoover, Laboratory School, Macomb 
 
 Miss Lorraine Keefer, Bloomington High School 
 
 Mr. Wilmcr A. Lamar, Decatur Senior High School 
 
 Miss Louise Lane, West Senior High School, Rockford 
 
 Miss Emma Mae Leonhard, Jacksonville High School 
 
 Miss Helen McConnell, Glcnbard Township High School, Glen Ellyn 
 
 Miss Mary Miller, Danville High School 
 
 Miss Margaret E. Newman, Elgin High School 
 
 Miss Lauretta G. Paul, Alton High School 
 
 Mr. Ralph Potter, Evanston Township High School 
 
 Miss Meta M. Stenger, Belleville Township High School 
 
 Mrs. Orpha Stutsman, Canton Senior High School 
 
 Mrs. Dorothy Potter Swindell, Champaign High School 
 
 Mr. Ken Tarpley, Crystal Lake Community High School 
 
 Mr. Charles B. Willard, University School, Carbondale 
 
 Miss Isabel Wood, Edwardsville Senior High School 
 
 THE TASIC FORCE IN ENGLISH FOR THE ALLERTON HOUSE CONFERENCES ON EDUCATION IN ILLINOIS: 
 
 Mrs. Russell H. Oplinger, Past President, Illinois Congress of Parents and Teachers, Decatur (Chairman) 
 
 Mr. Darrell R. Blodgett, Superintendent of Schools, Wheaton 
 
 Mr. Robert H. Carpenter, Principal, New Trier Township High School, Winnetka 
 
 Professor John J. DeBoer, College of Education, University of Illinois 
 
 Mrs. Marybelle Garrigan, teacher, Kozminski School, Chicago 
 
 Professor Robert Hainds, Director of the Graduate School, Northern Illinois State Teachers College, DeKalb 
 
 Professor J. N. Hook, Department of English, University of Illinois 
 
 Mr. Otis Keeler, Assistant Superintendent of Public Instruction, Springfield 
 
 Miss Emma Mae Leonhard, Head of the English Department, Jacksonville High School, Jacksonville 
 
 Professor Robert W. Rogers, Department of English, University of Illinois 
 
 THE FINAL REVIEWING COMMITTEE: 
 
 Miss Alice C. Baum, Austin High School, Chicago 
 
 Miss Edna Mae Christian, Lakeview School, Decatur 
 
 Professor John J. DeBoer, College of Education, University of Illinois 
 
 Miss Lois Anne Dilley, West Senior High School, Rockford 
 
 Mr. Wilmcr Lamar, Decatur High School, Decatur 
 
 Miss Emma Mae Leonhard, Jacksonville High School, Jacksonville 
 
 Professor Burton A. Milligan, Department of English, University of Illinois 
 
 Professor Charles W. Roberts, Freshman Rhetoric Staff, University of Illinois 
 
 Professor Lisle A. Rose, College of Engineering, University of Illinois 
 
 Professor Charles W. Sanford, College of Education, University of Illinois 
 
 Professor Francis W. Weeks, Department of English, University of Illinois 
 
 Professor Charles B. Willard, University School, Southern Illinois University 
 
 THE SENATE COMMITTEE ON STUDENT ENGLISH 
 THE DEPARTMENT OF ENGLISH 
 
 UNIVERSITY OF ILLINOIS BULLETIN Volume 53, Number 40; January, 1956. 
 Published seven times each month by the University of Illinois. Entered 
 as second-class matter December 11, 1912, at the post office at Urbana, 
 Illinois, under the Act of August 24, 1912. Office of Publication, 207 
 Administration Building, Uibana, Illinois. 
 
c 
 
 Standards in Freshman Rhetoric 
 at the University off Illinois 
 
 PREPARED BY THE UNIVERSITY OF ILLINOIS SENATE COMMITTEE ON STUDENT ENGLISH AND THE 
 
 DEPARTMENT OF ENGLISH ■ PUBLISHED BY THE UNIVERSITY OF ILLINOIS, URBANA, ILLINOIS, JANUARY 15, 1956 
 
 THE PURPOSE OF THIS BOOKLET 
 
 Rhetoric 101 
 
 American universities, colleges, and high schools have 
 been increasingly concerned with improving the qual- 
 ity of student writing'. So widespread is the need for 
 better communication that efforts toward this end 
 require the collaboration of many agencies. It is par- 
 ticularly important that institutions of higher learn- 
 ing and secondary schools cooperate in setting stand- 
 ards and making them known. 
 
 Pamphlets and news letters bearing directly or 
 indirectly on preparation for college English have 
 been issued by the Illinois Association of Teachers of 
 English and by the University of Illinois, but no one 
 of these publications has set forth comprehensively 
 what is expected of college freshmen. The present 
 publication is designed to do this for prospective Uni- 
 versity of Illinois freshmen. The information here 
 presented may prove useful to teachers of English 
 and to high-school students in general. 
 
 Rhetoric 101 is designed to help you improve your 
 ability to write. 
 
 You will learn to write better by writing one theme 
 a week and by revising and improving each compo- 
 sition after it has been checked and appraised by 
 your instructor and, occasionally, by your classmates. 
 You will study and discuss textbook assignments de- 
 signed to give you a greater awareness of the skills 
 needed for good writing. You will study and discuss 
 models of good writing, some by freshmen and some 
 by more experienced writers. You will have at least 
 one conference with your instructor about your par- 
 ticular writing problems. With reasonable effort and 
 application on your part, you should be successful in 
 improving your writing ability. 
 
 COURSES IN FRESHMAN ENGLISH 
 
 All freshmen must earn credit for two one-semester 
 courses in Rhetoric or in Verbal Communication. 
 Admission to these courses is based on satisfactory 
 completion of a proficiency test in rhetoric. Students 
 failing the test may take a non-credit remedial course, 
 Rhetoric 100. On passing this course they are admit- 
 ted to Rhetoric 101 or Verbal Communication 111 
 without further examination. Students doing excep- 
 tionally well on the proficiency test are granted ex- 
 emption from Rhetoric 101 and are given three hours 
 of credit towards graduation. 
 
 OBJECTIVES OF FRESHMAN RHETORIC 
 
 The Freshman Rhetoric Manual and Calendar con- 
 tains this message for students: Freshman Rhetoric 
 at the University of Illinois has been designed to help 
 you improve your ability to write correctly and 
 effectively, and to read with understanding and 
 appreciation. 
 
 COURSE RULES AND REQUIREMENTS 
 
 1. Your enrollment in Rhetoric 101 is probationary 
 
 for the first three weeks. At the end of the third 
 week you may be advised to withdraw from the 
 course and to enroll in Rhetoric 100 for extra help 
 in overcoming deficiencies. 
 
 2. You will receive no credit in the course unless you 
 have done all the required work; this includes 
 study of all textbook assignments and completion 
 and revision of all written work. 
 
 3. You will be expected to make a grade of at least 
 80 on a spelling test to be given during the last 
 week of the semester. Failure to make this grade- 
 will lower your semester grade one letter, even to 
 the point of failure in the course. The words on 
 the lest will be chosen from the list in the text- 
 book. 
 
 Rhetoric 102 
 
 OBJECTIVES 
 
 Rhetoric 102 is designed to help you improve your 
 ability to read and to write. It will also stive you 
 
elementary instruction in research procedures and in 
 logical reasoning. 
 
 In this course you will learn to read better by study- 
 ing reading techniques and by reading and studying 
 well-written pieces of factual prose. Your reading 
 skill will be gauged by the discernment you show in 
 class discussion of assigned readings, by occasional 
 tests, and by weekly written compositions based on 
 your reaction to the reading you have done. Your 
 study of the prose produced by writers of distinction 
 will reveal to you ways in which your own prose style 
 could be further improved. 
 
 SPECIAL RULES AND REQUIREMENTS 
 
 1. You will receive no credit in the course unless you 
 have done all the required work; this includes 
 study and classroom discussion of all assigned 
 readings and completion and revision of all writ- 
 ten work. 
 
 2. You will not be allowed to make up late themes 
 after the thirteenth week of the semester. 
 
 3. You will be required to have at least one confer- 
 ence with your instructor during the semester. 
 
 4. You will be required to read and report on two 
 books recommended or approved by your in- 
 structor. 
 
 5. You will be expected to strengthen and enlarge 
 your vocabulary. Your instructor will give you fre- 
 quent tests on the meaning and spelling of words 
 used in your assigned reading. You will be ex- 
 pected to make a grade of at least 80 on a spelling 
 and vocabulary test to be given sometime toward 
 the end of the semester. Failure to make this grade 
 will lower your semester grade one letter, even to 
 the point of failure in the course. The words on 
 the test will be chosen from assigned reading in 
 the textbooks. 
 
 DGS 111-112: Verbal Communication 
 
 The Division of General Studies offers a two-semester 
 course which is equivalent, in terms of college re- 
 quirements, to the combination of Rhetoric 101. 
 Rhetoric 102. and Speech 101. The course satisfies 
 the University requirements in rhetoric and the 
 speech requirement of those colleges which ask that 
 their students complete one semester's work in speech. 
 Prerequisite: a passing grade on the Rhetoric Place- 
 mi nl Tesl <<r a passing grade in Rhetoric LOO. 
 
 The general objective of tin- two-semestei coura i 
 
 to help the Stud< nl improve his profit i< tu y in the 
 related skills of writing, speaking, reading, and lis- 
 tening. 
 
 The basic pattern of the work is pretest, instruction, 
 student performance, and retest. In general, the work 
 of the first semester consists of expository speaking 
 and writing, with which is correlated the develop- 
 ment of reading and listening skills. The work of 
 the second semester consists of a problem-solving 
 experience in deliberation upon currently unsolved 
 problems of public policy. This project gives training 
 in panel discussion, individual speaking, writing, and 
 the further development of listening skills. Through- 
 out DGS 111-112 classes meet four times a week- — 
 three times in small discussion sections and once in a 
 common meeting for all students. 
 
 RULES AND REQUIREMENTS 
 
 1. Deficiencies in mechanical skills are treated as 
 personal limitations to be remedied by the stu- 
 dent's own efforts after consultation with the in- 
 structor or with the appropriate university clinic. 
 
 2. Each student is required to have at least two con- 
 ferences with his instructor and is encouraged to 
 ask for further consultation when he feels the 
 need of it. 
 
 PROFICIENCY IN WRITTEN ENGLISH AS A 
 REQUIREMENT FOR GRADUATION 
 
 Proficiency in the use of written English is a require- 
 ment for all undergraduate degrees awarded by the 
 Urbana divisions of the University of Illinois. Stu- 
 dents who receive grades of G or D in Rhetoric 102 
 or Verbal Communication 1 1 2 must take an English 
 qualifying examination at the beginning of their 
 junior year. Those who fail to pass this examination 
 must, before graduating, take and pass an extra one- 
 semester course in rhetoric (Rhetoric 200). 
 
 Related Proficiencies 
 
 So important is the need for proficiency in writing 
 that the University thinks it wise to focus primarilv 
 on the development of this ability throughout the 
 first of its courses in communication. In addition the 
 University gives all entering freshmen a reading test 
 
and makes the facilities of its reading clinic available 
 to those with serious deficiencies. 
 
 The University also recognizes the value of 
 effective speaking, effective listening, and ability to 
 interpret many kinds of graphic, devices. Several col- 
 legeSj and departments within others, require one or 
 more speech courses, and a considerable number of 
 students also elect fust-year work in this subject. 
 
 Standards for Judging Freshman Rhetoric 
 Written Work 
 
 Grades on written work range from A to E. They are 
 based on content as well as form. Plus and minus 
 signs attached to grades are intended to give warning 
 or encouragement but signify nothing in the final 
 record. Occasionally some instructors give split 
 grades, such as B/E, with the B for content or organ- 
 ization and the E for weakness in mechanics or spell- 
 ing. Such grades, too, must be resolved at the end of 
 the semester to conform to the University grading 
 system. Ordinarily, if the weaknesses indicated by the 
 lower grade are not cleared up in subsequent themes, 
 the lower grade prevails in the permanent record. 
 
 On most theme assignments instructors grade 
 papers according to standards defined below: 
 
 A: The A theme shows originality of thought in 
 stating and developing a central idea. Its ideas 
 are clear, logical, and thought provoking; it con- 
 tains all the positive qualities of good writing 
 listed below: 
 
 1. Careful construction and organization of sen- 
 tences and paragraphs. 
 
 2. Careful choice of effective words and phrases. 
 
 3. Concentration on a main purpose, with ade- 
 quate development and firm support. 
 
 B: The B theme has a clearly stated central purpose, 
 logically and adequately developed. Its ideas are 
 clear because it contains some of the positive 
 qualities of good writing. It is comparatively free 
 of errors in the use of English. Although indicat- 
 ing competence, the B paper lacks the originality 
 of thought and style which characterizes the A 
 theme. 
 
 C: The average theme will receive a grade of C. It 
 has a central idea organized clearly enough to 
 convey its purpose to the reader. It avoids serious 
 errors in the use of English. It may, in fact, have 
 few correction marks on it, but it lacks the vigor 
 of thought and expression which would entitle it 
 to an above-average rating. 
 
 D: The grade of D indicates below-average achieve- 
 ment in expressing ideas correctly and effectively. 
 Most D themes contain serious errors in the use 
 of English and fail to present a central idea or to 
 develop it adequately. With more careful proof- 
 reading and fuller development, many D themes 
 might be worth at least C rating. 
 
 E: The grade of E usually indicates failure to state 
 and develop a main idea. It may also indicate 
 failure to avoid serious errors in grammar, spell- 
 ing, punctuation, and sentence structure. Fresh- 
 man Rhetoric instructors are agreed that the 
 following are the weaknesses which characterize 
 E calibre writing: 
 
 1. Comma splice, or run-together sentences 
 
 2. Sentence fragments 
 
 3. Misspelling of three or more different common 
 words 
 
 4. Lack of verb-subject agreement 
 
 5. Lack of antecedent-pronoun agreement 
 
 6. Faulty use of tense 
 
 7. Misrelated modifiers 
 
 8. Slovenly penmanship 
 
 9. Inadequate or illogical paragraphing 
 
 10. Inadequate statement or development of main 
 idea 
 
 As a general rule, all instructors will follow this for- 
 mula in grading themes: 
 
 1. A theme containing one of the above weak- 
 nesses will receive a grade no better than C. 
 
 2. A theme containing two of the above weak- 
 nesses will receive a grade no better than D. 
 
 3. A theme containing three of the above weak- 
 nesses will receive a grade of E. 
 
 Instructors may occasionally be reluctant to follow 
 this formula in grading a theme which has excep- 
 tional merit in style, idea, or content, but you would 
 do well to study all your textbook has to say about 
 the ten particular writing faults listed above and 
 thus learn to avoid them in your own writing. Bear 
 in mind that good ideas deserve good presentation. 
 
 Final Examinations and Semester Grades 
 
 Final examinations in Freshman Rhetoric are pri- 
 marily tests of proficiency in English. Your instructor 
 in Rhetoric 101, for example, will expect your final 
 examination paper to demonstrate conclusively that 
 you can, and will henceforth, write correctly and 
 effectively even under pressure. In deciding your 
 semester grade, your instructor does not average 
 
your theme grades and indulge in mathematical cal- 
 culations involving themes, class discussion, tests, etc. 
 On the basis of all such evidence, he tries to deter- 
 mine just how proficient you are after a semester's 
 study and practice. He will ignore low grades made 
 at the first of the semester if work done later indi- 
 cates genuine and permanent improvement; and he 
 will likewise ignore high early grades if later work 
 shows increasing carelessness and lack of effort. Your 
 instructor is always willing to explain grades, but he 
 is not allowed to change them. 
 
 Typical Freshman Rhetoric Proficiency Test 
 Themes 
 
 Each of the following compositions was written by a 
 University of Illinois freshman on a Rhetoric 101 
 proficiency test. The comment following each theme 
 indicates its chief weaknesses and merits and the 
 grade it would receive in Rhetoric 101. A study of 
 the papers will indicate to a prospective freshman 
 how his own compositions might be rated by Uni- 
 versity instructors; a study of the comments and 
 criticisms will suggest how he might go about the 
 job of criticizing and improving his own work. 
 
 i. The Greatest man of the Twentieth century 
 
 (Jap (use capital letter) /Cap 
 
 15 
 
 It was a cold morning in the middle of Feburary, and a little 
 dark haired man was hurriedly paising up in down they floor of the 
 city hospitle. 
 
 Then all of a sudden a figure in white came run out of a room, 
 and shutting it's a boy, it's a boy, the man rushed up to her and said 
 can I see him, can I, The nurse tunned and moved her fingure in 
 his direction and motioned him in the lily white room, The man 
 hurried to the bedside of his wife, Frist looking at her and then 
 both of there eyes took there place on a litte white object liying so 
 snog in warm next to it mother, there eyes then mit, and they each 
 smild, The man turned and walked slowly down the corador. his 
 head high, and his chest high. 
 
 And it is the begining of one of your new recrutes in the College 
 Engineereng, In my opinion the greatest man of the twentieth 
 chentury is my Father who is givening me the opertunity to be 
 right here know writing this theme. 
 
 Sp (faulty spelling) 
 
 Sp/D (faulty diction) 
 
 Sp 
 
 V (verb form) 
 
 Sp/Q (quotes) /Cap/ 'CS (comma splice) 
 
 Q/P/Sp/Sp 
 
 H (hyphen) /CS 
 
 Sp/lc (small letter) /? 
 
 Sp/Sp/Sp 
 
 Sp/D/C (case)/CS/Sp/Sp 
 
 Sp/CS/Sp/P 
 
 P 
 
 Sp/Sp/Om (omission) 
 
 Sp 
 
 Sp/lc/P/Sp/Sp 
 
 Sp 
 
 COMMENT ON THEME 1 
 
 This composition would be graded E by any 
 college instructor, and might be given the following 
 rating on general qualities: 
 
 CONTENT GOOD 
 
 ORIGINALITY GOOD 
 
 DEVELOPMENT FAIR 
 
 PARAGRAPHING POOR 
 
 DICTION FAIR 
 
 GRAMMAR POOR 
 
 SENTENCE STRUCTURE POOR 
 
 SPELLING POOR 
 
 PUNCTUATION POOR 
 
 There is a good but undisciplined mind at 
 work here. The writer, meeting the crisis of an im- 
 portant test, can recreate with some dramatic effec- 
 
 tiveness and understanding a scene he never saw, and 
 can tie past and present together in his unfortunatelv 
 hurried conclusion. 
 
 Whether the writer can succeed in college and 
 make good use of the opportunity his father has given 
 him will depend on his ability to give more pains- 
 taking attention to details of spelling, punctuation, 
 and verb forms. He seems to have picked up most of 
 his English by ear, judging from such spellings as 
 paising and corador and such phrasing as up in 
 down and snog in warm. Some of his errors may be 
 accidental slips of the pen — they floor instead of 
 the floor, for example — but the repeated use of 
 there for their is inexcusable in writing at the college 
 level. 
 
theme 2. What I Expect from the U. of I. 
 
 Abb (avoid abbreviation) 
 
 1 I am begining four years of higher education. I have chosen the 
 
 University of Illinois. I made this choice with several things in 
 mind. First is the cost. As a resident of this state I do not have to 
 pay the higher tuition needed at another college or university. Sec- 
 
 5 ond, is the distance from my home. It is a four hour drive over 
 good roads. I can go home on all vacation periods. Third I believe 
 it offers more educational facilities than any other University in the 
 same radius. 
 
 While attending the University of Illinois, I expect to make many 
 
 10 friends. Both at my residence and my classes. College friends have 
 college life in common. This will make interesting conversation in 
 later years. The University, as much as I have seen in one day, 
 offers many opportunities to meet and make friends. There are 
 classes, meetings, dances, parties, sports and other events. 
 
 15 I left a high school with an enrollment of 125. The instructors 
 are very familiar with you, your parents, and your friends. At the 
 University where there are some two to three thousand freshmen, 
 there isn't the chance to have the same relationship. I expect to be 
 treated as a student of the University and not like a next door 
 
 20 neighbor. 
 
 I expect to get an education to be proud of. I think can get it. 
 It's up to me. I can't expect the school to give me an education if 
 I don't help. There is equipment for my education within my reach. 
 I expect to take it and use it to my advantage. 
 
 25 I expect the University to help me change from a high school 
 senior to a man. 
 
 Sp 
 
 S est (sentence construction) 
 P ?/P 
 
 Ref (vague reference) /Hyphen? 
 Combine sentences ?/D?/P/Ref. 
 
 Frag (sentence fragment) 
 Ref 
 
 N (spell out number) 
 
 D 
 
 P/D 
 
 Hyphen 
 
 Ss (short, choppy sentences) /Om 
 
 D? 
 
 COMMENT ON THEME 2 
 
 This would be graded D largely because of 
 the childishly short and choppy sentences, the sen- 
 tence fragment in the second paragraph, and the 
 general lack of originality in both content and style. 
 
 CONTENT FAIR 
 
 ORIGINALITY POOR 
 
 DEVELOPMENT FAIR 
 
 PARAGRAPHING FAIR 
 
 DICTION POOR 
 
 GRAMMAR GOOD 
 
 SENTENCE STRUCTURE POOR 
 
 SPELLING FAIR 
 
 PUNCTUATION POOR 
 
 Compared with Theme 1, this composition 
 shows more disciplined mastery of the language but 
 much less imagination and enthusiasm in its use. The 
 sentences are wooden and are put together in the 
 
 paragraphs like a child's set of building blocks. With 
 one exception, they are all simple sentences. The 
 paper reveals some sense of structure and organiza- 
 tion, but note that practically all of the first para- 
 graph deals with reasons for choosing Illinois rather 
 than with what the author expects from the insti- 
 tution. 
 
 The writer of Theme 2 will have to abandon 
 the kindergarten style he uses here; he will have to 
 experiment with combining ideas into complex and 
 compound sentences. He will also need to develop a 
 more effective vocabulary. We can also hope that he 
 will learn to think for himself. What he says here are 
 the standard things that anyone and everyone so 
 situated would say if he were writing off the top of 
 his mind, without much thinking. 
 
theme 3. The Increasing Demand for Better Teachers 
 
 25 
 
 Living in this modern land with all its new ideas, I have become 
 fully aware of the dire need for better teachers. I realize that all of 
 our lives are set at a much faster pace, and in the years to come 
 they will become even faster. We have numerous new inventions 
 not only in our homes but our school systems, too. I believe that one 
 of the reasons for the greater demand of teachers is that of inade- 
 quate training in the home. Being around children constantly, I 
 have noticed that they are becoming more impudent, by trying to 
 impress their elders with the fact that they know more than they 
 actually do. 
 
 I am the eldest in a family of four and live only one block from 
 a school. Both of my parents are school teachers and this is my 
 ambition too. Therefore, all of my life I have taken a great interest 
 in children and their welfare. It seems to me that children have 
 more complexes and their little lives are more complicated than they 
 should normally be. For example, I have an eight year old sister 
 who has an inferiority complex and needs lots of individual atten- 
 tion. But does she get individual attention in school? Up to now she 
 has been in a room every year with at least forty other students. 
 
 A teacher can either "make" or "break" a child. There is a 
 greater demand for teachers because of the greater amount of chil- 
 dren. I believe that it is more important to have one good teacher 
 than it is to have two poor ones. Since I aspire to become a good 
 teacher, I have my own conception of a model school teacher. 
 
 Above all, I think a good teacher should love each and every one 
 of her students but not show any favoritism. She should have an 
 understanding of all types of people and learn to tolerate new ideas. 
 Naturally she should have good morals, an open mind, and, also, an 
 alert mind. Last, but not least, I believe she should take a personal 
 interest in each child's life. 
 
 Before the students in education start teaching, I hope they real- 
 ize that a great job has been placed on their shoulders. Teachers are 
 the back-bone of our land! 
 
 W (wordiness) 
 
 Coh (lacking in coherence or flou of idea: 
 
 W 
 
 Coh 
 
 Coh 
 
 Is it a fact? 
 
 P/Ref 
 
 Coh 
 Coh 
 Coh 
 Coh (Does this belong in next paragraph? 
 
 Rep ? (repetition?) 
 
 Fig 
 
 COMMENT ON THEME 3 
 
 This is a borderline paper; many college 
 teachers would give it a D grade, but most would 
 reluctantly give it a C — . 
 
 CONTENT FAIR 
 
 ORIGINALITY FAIR 
 
 DEVELOPMENT POOR 
 
 PARAGRAPHING POOR 
 
 DICTION FAIR 
 
 GRAMMAR GOOD 
 
 SENTENCE STRUCTURE GOOD 
 
 SPELLING GOOD 
 
 PUNCTUATION GOOD 
 
 There is in this paper a considerable show of 
 enthusiasm, originality, and mastery of the mechanics 
 of composition. But, although it shows flashes of in- 
 
 sight and good judgment well expressed in effective 
 phrasing, it is disjointed and incoherent at times. The 
 writer is quite glib in tossing off ideas but does not 
 take pains to arrange them or relate them. In the 
 first paragraph, for example, how are fast pace, new 
 inventions, inadequate training in the home, and the 
 impudence of children related to the increasing de- 
 mand for teachers? In the third paragraph, each of 
 the four separate sentences is a topic worthy of full 
 paragraph development, but, unrelated to each other 
 as they are, they do not now make a single para- 
 graph. In fact, the second sentence seems to say we 
 need more teachers and the third sentence seems to 
 say we would be better off with fewer but better 
 
teachers. Without bothering to clear up this apparent 
 paradox, the author rushes on to the topic of the 
 next paragraph. This jumping from one idea to 
 another reaches a point of absurdity in the ana- 
 tomical figures used in the concluding sentences. 
 
 Actually, the author of this paper does not 
 follow through and develop the announced topic of 
 the increasing demand for better teachers. Only one 
 cause for the increasing demand for teachers is men- 
 tioned, and this is the perfectly obvious one that we 
 have more students. Only one result of the shortage 
 
 is mentioned, the neglect of one girl with an inferi- 
 ority complex. There is no mention of ways in which 
 the increasing demand can be met. We get instead 
 some general comments on modern life and a list of 
 qualifications for the ideal teacher, sound enough in 
 themselves, but hardly to the point. 
 
 This student shows that she has the intelli- 
 gence and the verbal fluency to do much better work. 
 She needs to discipline herself to stay strictly to the 
 topic chosen and to map out a thorough and well- 
 proportioned discussion of that particular topic. 
 
 Teaching as a Profession 
 
 15 
 
 20 
 
 30 
 
 Teaching is a profession which continues to attract a surprisingly 
 large number of young people each year. I say surprisingly large 
 because of the many disadvantages in this profession. The most ob- 
 vious one is probably the deplorably low salary which a beginning 
 teacher must expect. The garbage collector in our county seat re- 
 ceives a higher salary per annum than does a beginning high school 
 teacher in my home town. The "refuse disposal worker" — if you 
 prefer that expression — doesn't have to work longer than eight 
 hours per day as does the teacher, who must make up tests, grade 
 papers, attend faculty meetings, go to a party sponsored by his group, 
 or any of the innumerable duties expected of him. In small towns 
 a teacher is expected to be a paragon of virtue; he must not throw 
 wild parties, smoke excessively, or drink. Still another disadvantage 
 is the poor opportunity for advancement. Most salary schedules call 
 for small raises for each year and for work toward a higher degree 
 up to a set level beyond which one cannot advance in that school 
 system. In our democratic form of government voters who know 
 almost nothing about school systems or teachers, select the board 
 directors who have complete dominance over the teachers and ad- 
 ministrative personnel. These directors are frequently farmers or 
 business men who know very little more about the schools than does 
 the voting populace, but who govern the school and faculty to please 
 their conception of how things should go. 
 
 What then, considering all these disadvantages, influences young 
 people to choose this profession? There are many advantages in this 
 profession. One is the knowledge that one is doing a genuine service 
 to mankind since nothing is more important than teaching our 
 youngsters to think and to better complete the work of straightening 
 out this world. Another is the satisfaction and joy derived from 
 working with young people, seeing them grow in learning and learn- 
 ing power, and knowing that you have in some way helped them. A 
 teacher may expect that most of his associates will be men and 
 women of like mental calibre and education with whom he may 
 have good times. His job is to some extent protected by the state 
 tenure law which says that he cannot be fired if he is on tenure 
 unless he is "incompetant, immoral, cruel, or for other reasons to 
 the best advantages of the school." 
 
 Whether or not the advantages balance the disadvantages depends 
 
 Awk (awkward construction) 
 
 Parallel ? 
 
 D/Must one be a paragon to avoid 
 these excesses? 
 
 P 
 P? 
 
 D Does one please or displease 
 a conception? 
 
 Rep (avoid such repetition) 
 WO (word order) 
 
 Shift from one to you 
 
 P/P 
 
 D ? 
 Sp 
 
 Parallel? Check your source. Is 
 this an actual quotation? 
 
upon the individual. I believe we should all fight to remove some of 
 40 the disadvantages and to increase the number of advantages if we 
 want our children and our children's children to grow up to be 
 better citizens than we are. 
 
 Why just some; why not all? 
 
 COMMENT ON THEME 4 
 
 This is slightly above average and might be 
 given a C+ or a B— grade. 
 
 CONTENT GOOD 
 
 ORIGINALITY GOOD 
 
 DEVELOPMENT FAIR 
 
 PARAGRAPHING FAIR 
 
 DICTION GOOD 
 
 GRAMMAR GOOD 
 
 SENTENCE STRUCTURE FAIR 
 
 SPELLING GOOD 
 
 PUNCTUATION FAIR 
 
 Theme 4 is superior to Theme 3 in that its 
 ideas are more systematically arranged and related. 
 Each of the long paragraphs starts with a clearly 
 
 stated topic, and nothing unrelated to the topic is 
 allowed to intrude. In the first paragraph, the author 
 should have brought together all he had to say about 
 salaries; perhaps Lines 14-16 should have come 
 shortly after Line 7. He might have broken this long 
 paragraph into three paragraphs: one introductory, 
 one on salary and advancement, and one on working 
 conditions. 
 
 The paper would be better balanced and more 
 effective if the author had given more space to devel- 
 opment of the advantages of the profession and to 
 more specific suggestions for making the profession 
 more attractive. 
 
 theme 5. The Writer as a Craftsman 
 
 The writer and the craftsman are fundamentally alike. They must 
 both begin with a simple idea, perhaps a passing thought, a strong 
 feeling, or sometimes an inspiration. They then develop this idea by 
 analyzing it and proceed to work on their chosen project. This they 
 polish until it is truly an expression of themselves. They have taken 
 an idea and expressed it in terms of themselves; they have created. 
 
 To do their work, both writer and craftsman must have an ade- 
 quate background. The fine carpenter cannot begin aimlessly to 
 build a desk; he must first have some idea of its size, design, and 
 particular use. This idea will result from an awareness of structural 
 design which the carpenter has developed by studying other ex- 
 amples of his craft, and often just nature itself. In a similar manner, 
 the writer cannot begin aimlessly to write even a theme; he must 
 first develop an idea. This idea can come only from an active mind 
 which is constantly perceptive of the activities about it. Whether one 
 is a carpenter, a composer, a writer, or a painter, all work is the 
 result of thought. 
 
 In addition to this adequate background, the writer and carpenter 
 must have proper tools, and these tools must be kept in good condi- 
 tion. Just as the craftsman cares for his saw, hammer, and chisel, 
 and views them with pride, so too must the writer establish and value 
 his tools. He soon acquires a knowledge of grammar, punctuation, 
 and spelling, and is constantly building up his vocabulary. With 
 these, his basic tools, the writer can proceed to develop an individual 
 style in which he can better express to others his own feelings. Faulty 
 tools will always result in faulty craftsmanship. 
 
 Might then be a better placed in 
 
 the following line? 
 Good sentence. 
 
 Is background the right word? 
 
 An awkward sentence. 
 
 Have you discussed a manner: 
 
 Insert creative? 
 
 Is establish the word? 
 
HI 
 
 45 
 
 Once equipped with tools and an idea, the carpenter plans his 
 project according to its purpose. The size and style of a desk will be 
 directly dependent upon whether it will be used in a doctor's office, 
 the President's den, or a child's playroom. So too must the writer 
 base his plan of development upon the purpose of his idea. Whether 
 his writing is to be technically informative, as in a scientific report, 
 or persuasive, as in a campaign speech, the writer must always keep 
 his reader in mind. No matter how well a theme is written, it will 
 have lost its purpose if it is not well suited for the people for whom 
 it is intended, the readers. 
 
 After the project has been planned and executed there results a 
 rough product, which must then be polished. The carpenter must 
 sand his desk until it is perfectly smooth, but he must also be careful 
 not to sand his delicate design work too much lest its vividness be 
 lost, in a similar manner the writer must revise his first draft and 
 sometimes revise it again. Precaution must be taken against too 
 much revising, or else the theme will no longer be lively and appeal- 
 ing but will be just accurate and dull. Perhaps a few "rough edges" 
 would even be more interesting. 
 
 Finally the writer and carpenter as craftsmen share the same feel- 
 ing about their finished products. All people enjoy a feeling of satis- 
 faction after a job well done, but craftsmen are doing more than 
 just working — they are creating; theirs is a feeling of pride. 
 
 Is theme the right word? 
 
 COMMENT ON THEME 5 
 
 Theme 5 displays definitely superior writing, 
 despite its rough edges, and would be graded B+ or 
 A by most college teachers of writing. Such a paper, 
 if written on a placement test and accompanied by a 
 high score on the objective test, would entitle the 
 author to exemption from Rhetoric 101. 
 
 CONTENT GOOD 
 
 ORIGINALITY GOOD 
 
 DEVELOPMENT GOOD 
 
 PARAGRAPHING GOOD 
 
 DICTION FAIR 
 
 GRAMMAR GOOD 
 
 SENTENCE STRUCTURE GOOD 
 
 SPELLING GOOD 
 
 PUNCTUATION GOOD 
 
 "The Writer as a Craftsman" was written as 
 an impromptu theme on the final examination in 
 Rhetoric 101. The author was confronted with a list 
 of twenty topics. He selected one and wrote his com- 
 position in two hours. His last paragraph may sug- 
 gest how he felt as he handed his examination paper 
 to his instructor. The instructor was so proud of his 
 student's accomplishment that he submitted the 
 paper to the editors of the Green Caldron, a maga- 
 zine of freshman writing published at the University 
 of Illinois. The editors accepted it for publication in 
 
 the May, 1954, issue, and it was read and discussed 
 by the four thousand students then enrolled in Fresh- 
 man Rhetoric courses. A copy of the issue was sent 
 to the principal of the high school from which the 
 student had graduated. 
 
 Despite its obvious merits, the composition 
 has its imperfections, some of which cannot be ex- 
 cused on the grounds that they make the paper more 
 lively, or appealing, or interesting. For example, the 
 first paragraph plainly intended to line up the topics 
 for the paragraphs to follow, to outline a plan of 
 development for the composition as a whole; but 
 there is no suggestion in it of the topic later devel- 
 oped in the third paragraph. 
 
 The use of the word background in the sec- 
 ond paragraph is very likely to mislead the reader, 
 who will think of setting or previous experience and 
 training. That neither of these meanings is what the 
 author intends is clear enough from the second 
 sentence in the first paragraph and the concluding 
 sentences of the second. The careful, thoughtful 
 craftsman in writing gives his readers no chance for 
 even momentary misreading. 
 
 A fellow craftsman would undoubtedly enjoy 
 arguing with the author about whether a writer 
 should establish his tools or acquire them; about 
 
whether a doctor's desk could be sanded too much, 
 or whether a desk for a den should be sanded at all; 
 and whether faulty tools will always result in faulty 
 craftsmanship or might add vividness and appeal. 
 This sort of debate with others and with oneself is 
 what makes writing such an exacting and such an 
 exciting recreation. 
 
 A NOTE TO HIGH SCHOOL ENGLISH TEACHERS 
 
 Since both testing and course work in freshman Eng- 
 lish composition at the University of Illinois empha- 
 size writing, it follows that the best preparation for 
 a pre-college student would give him considerable 
 practice in the expression of his own ideas in writing. 
 If he has become accustomed to writing and to hav- 
 ing his writing efforts criticized constructively, he 
 need have few qualms about the tests and weekly 
 themes required in most college courses. 
 
 In the introduction to the Freshman Rhetoric 
 Manual and Calendar, our students are given the 
 following counsel: 
 
 "Your Freshman Rhetoric instructor has been 
 employed, first, to help you to analyze the weak 
 points and the strong points of your present ability to 
 give clear expression to sound thinking, and, second, 
 to indicate to you what you need to do to improve. 
 His probing into your shortcomings may be painful 
 at times, especially if your earlier efforts have not 
 
 been exposed to searching criticism, but patience and 
 application on your part and on his should eventually 
 result in a product of which you both may be proud." 
 
 A TYPICAL UNIVERSITY OF ILLINOIS RHETORIC 101 
 PROFICIENCY TEST 
 
 The test form reproduced on the following pages is 
 one now discontinued; however, the test forms used 
 at present are similar in pattern and in degree of 
 difficulty. The tests are designed for an average score 
 of 75 when taken by college freshmen. Letter grade 
 equivalents and the placement test significance of 
 scores on these tests are as follows : 
 
 from 90 to 100 
 from 80 to 89 
 
 from 60 to 69 
 
 below 60 
 
 — A • — possible exemption 
 
 — B — possible exemption, but 
 
 unlikely 
 from 70 to 79 — C — ordinarily enroll in 
 Rhetoric 101 
 
 D — may be denied admission 
 to Rhetoric 101 
 
 E — ordinarily denied admis- 
 sion to Rhetoric 101 
 
 If there is a lack of agreement between a student's 
 score on the objective test and the skill he shows in 
 the impromptu composition which constitutes the 
 second part of the examination, the Freshman Rhet- 
 oric Staff regards the composition as the more valid 
 evidence of actual writing ability. 
 
 University of Illinois 
 
 RHETORIC PLACEMENT TEST 
 
 Part 1 
 
 1. This is an objective-type test containing one hundred items. You should be able to complete the test in one hour, 
 giving careful consideration to each item. 
 
 2. You will receive one point for each correct answer, and your grade on the test will be the total number of correct 
 answers. In other words, you will lose a point for each incorrect answer and a point for each failure to answer. 
 
 3. MAKE NO MARK OF ANY KIND ON THE PROBLEM SHEETS WHICH FOLLOW. 
 
 4. On the following pages you will find problems which test your vocabulary, your spelling, and your knowledge of what 
 constitutes good usage in sentence construction. For each problem, three possible solutions are given, two of which are incor- 
 rect or lacking in effectiveness. You are to determine which is the correct or most effective solution. 
 
 5. ON THE SEPARATE ANSWER SHEET, black out completely the circle containing the letter which represents the 
 correct solution to each problem. Your task is, literally, to spot the correct solution. 
 
 6. You are reminded that this is a University examination. Dishonesty on such an examination leads to expulsion from 
 the University. KEEP YOUR EYES ON YOUR OWN PAPER AND DO NOT COMMUNICATE IN ANY WAY WITH 
 YOUR NEIGHBORS. 
 
 10 
 
Section A 
 
 On the answer sheet, 
 which is 
 
 1 . The speech was full of eloquent invective. 
 
 2. He was a verbose lecturer. 
 
 3. Is he a contemporary writer? 
 
 4. The prodigal son returned. 
 
 5. He was in a precarious position. 
 
 6. His conduct was reprehensible. 
 
 7. Those are incompatible ideas. 
 
 8. He led a sequestered life. 
 
 9. She is an assiduous student. 
 
 10. He considered it an imperative duty. 
 
 11. It was plainly a gratuitous insult. 
 
 12. The sect seemed governed by bigotry. 
 
 13. He was an avaricious old man. 
 
 14. They preach a pernicious doctrine. 
 
 15. An active malevolence moved him. 
 
 16. He was faced with a profound enigma. 
 
 17. He understood their national mores. 
 
 18. He spoke in a furtive manner. 
 
 19. The fiscal year came to an end. 
 
 20. Such reading could vitiate the mind. 
 
 21. One must walk circumspectly. 
 
 22. That is a dangerous propensity. 
 
 23. She gave an acquiescent answer. 
 
 24. He held heretical beliefs. 
 
 25. His exemplary conduct was noted. 
 
 black out completely the letter which indicates the word 
 nearest in meaning to the underlined word. 
 
 1. a. eulogy b. denunciation c. comparison 
 
 2. a. learned b. vivid c. wordy 
 
 3. a. fluent b. objectionable c. current 
 
 4. a. wasteful b. wandering c. absent 
 
 5. a. political b. uncertain c. permanent 
 
 6. a. blame-worthy b. hasty c. admirable 
 
 7. a. conflicting b. revolutionary c. incomprehensible 
 
 8. a. strenuous b. isolated c. religious 
 
 9. a. diligent b. stupid c. dishonest 
 
 10. a. distasteful b. urgent c. trivial 
 
 11. a. vehement b. merited c. unwarranted 
 
 12. a. ignorance b. intolerance c. avarice 
 
 13. a. deceitful b. pitiless c. greedy 
 
 14. a. harmful b. ancient c. inspiring 
 
 15. a. generosity b. pessimism c. hatred 
 
 16. a. doctrine b. proverb c. riddle 
 
 17. a. customs b. heroes c. taxes 
 
 18. a. boisterous b. confident c. sly 
 
 19. a. cold b. financial c. peaceful 
 
 20. a. stimulate b. educate c. debase 
 
 21. a. cautiously b. hastily c. firmly 
 
 22. a. proposal b. declivity c. tendency 
 
 23. a. compliant b. rude c. quiet 
 
 24. a. spiritual b. optimistic c. unorthodox 
 
 25. a. habitual b. vicious c. commendable 
 
 26. 
 
 27. 
 
 28. 
 
 29. 
 
 Section B 
 
 On the answer sheet, black out the letter which 
 indicates the correct spelling for each word. 
 
 a. proclamed 
 
 b. proclaimed 
 
 c. proclaimmed 
 
 30. 
 
 a. fiveteen 
 
 b. fifteen 
 
 c. fifeteen 
 
 34. 
 
 a. writeing 
 
 b. writting 
 
 c. writing 
 
 38. a. indispensable 
 
 b. indespensable 
 
 c. indispensible 
 
 a. supress 
 
 b. suppress 
 
 c. surpress 
 
 31. 
 
 a. undoubtedly 
 
 b. undoubtably 
 
 c. undoubtly 
 
 35. 
 
 a. loneliness 
 
 b. lonelyness 
 
 c. lonliness 
 
 39. a. soliquy 
 
 b. soliloquy 
 
 c. solilloquy 
 
 a. tendency 
 
 b. tendancy 
 
 c. tendencey 
 
 32. 
 
 a. enviornment 
 
 b. environment 
 
 c. envirement 
 
 36. 
 
 a. government 
 
 b. government 
 
 c. goverenment 
 
 40. a. wholely 
 
 b. wholey 
 
 c. wholly 
 
 a. allience 
 
 b. aliance 
 
 c. alliance 
 
 33. 
 
 a. buoyant 
 
 b. bouyant 
 
 c. buoyent 
 
 37. 
 
 a. exagerate 
 
 b. exaggerate 
 
 c. exaggarate 
 
 41. a. advantageous 
 
 b. advantagous 
 
 c. adventageous 
 
 LIBRARY - 
 
 UNIVER3ITY OF 11UNOIS 
 
•12. a. conceiveable 
 
 b. conceivable 
 
 c. concievable 
 
 43. a. rediculous 
 
 b. ridiculess 
 
 c. ridioulous 
 
 44. a. severely 
 
 b. severly 
 
 c. sevearly 
 
 45. a. priviligr 
 
 b. privilege 
 
 c. priviledge 
 
 46. 
 
 17. 
 
 a. conqueror 
 
 b. conquror 
 
 c. conquerer 
 
 a. embarassment 
 
 b. embarrasment 
 
 c. embarrassment 
 
 48. a. catelog 
 
 b. cataloge 
 
 c. catalog 
 
 49. 
 
 a. cigarret 
 
 b. cigarette 
 
 c. cigarett 
 
 50. a. mathemetician 
 
 b. mathematician 
 
 c. mathematition 
 
 Section C 
 
 On f/ie answer sheet, black out the letter of the 
 best version of the underlined passage. 
 
 51. If old men were playing the 
 contest would be slowed 
 down. 
 
 52. This is one of many exam- 
 ples that show the intelli- 
 gence of animals. 
 
 53. The contents of the book 
 is interesting. 
 
 54. That is a twenty five cent 
 magazine. 
 
 55. Either you or I are going. 
 
 56. What she admires most in 
 her roommates are their 
 manners. 
 
 57. We went in the room to 
 hear the speech. 
 
 58. He is older than me. 
 
 59. You ought to get up earlier. 
 
 60. The new position of the 
 United States is the most 
 powerful nation on earth. 
 
 61. The starter called out get 
 ready ! 
 
 a. were playing the 
 
 b. was playing, the 
 
 c. were playing, the 
 
 62. 
 
 They called Doctor Green. 
 
 a. Doctor Green. 
 
 b. Dr. Green. 
 
 c. Doc. Green. 
 
 a. examples that show 
 
 b. examples that shows 
 
 c. examples, that show 
 
 63. 
 
 Well, Bill, what do you 
 think? 
 
 a. Well, Bill, what 
 
 b. Well, Bill what 
 
 c. Well Bill what 
 
 a. is interesting. 
 
 b. is of interest. 
 
 c. are interesting. 
 
 64. 
 
 Ones beliefs should be re- 
 spected. 
 
 a. Ones 
 
 b. Ones' 
 
 c. One's 
 
 a. twenty five cent 
 
 b. twenty-five cent 
 
 c. 25< 
 
 65. 
 
 I answer to quick. 
 
 a. to quick 
 
 b. to quickly. 
 
 c. too quickly. 
 
 a. you or I are 
 
 b. you or me are 
 
 c. you or I am 
 
 66. 
 
 Let me try and make this 
 clearer. 
 
 a. try and 
 
 b. try, and 
 
 c. try to 
 
 a. are their manners. 
 
 b. is their manners. 
 
 c. are their manner. 
 
 67. 
 
 When the job was finished, 
 the men moved on. 
 
 a. finished, the 
 
 b. finished ; the 
 
 c. finished the 
 
 a. in 
 
 b. in to 
 
 c. into 
 
 68. 
 
 Beat the mixture good and 
 then place it in the pan. 
 
 a. good 
 
 b. well 
 
 c. a whole lot 
 
 a. than me. 
 
 b. then I. 
 
 c. than I. 
 
 69. 
 
 You may give the parcel to 
 whomever calls for it. 
 
 a. whomever 
 
 b. who ever 
 
 c. whoever 
 
 a. ought 
 
 b. had ought 
 
 c. should ought 
 
 70. 
 
 The sponsor of this pro- 
 gram would be grateful if 
 you would write. 
 
 a. would 
 
 b. will 
 r. could 
 
 a. is the 
 
 b. is that of the 
 
 c. is of the 
 
 71. 
 
 Every girl in the house ex- 
 cept you and me are invited. 
 
 a. me are 
 
 b. I are 
 
 c. me is 
 
 a. out get ready! 
 
 b. out "get ready!" 
 
 c. out "Get ready!" 
 
 72. 
 
 They swang their partners 
 in the reel. 
 
 a. swang 
 
 b. swung 
 
 c. swinged 
 
 1? 
 
73. The most healthy climate is a. health) 75. He intended to have a. to have brought 
 that of Arizona. b. healthly brought you home with us. b. to bring 
 
 c. healthful c. bringing 
 
 74. I not only want to read the a . not only want to read 
 essay but the letters too. b. want not only to read 
 
 c. want to read not only 
 
 Section D 
 
 On the answer sheet, black out the letter which indicates 
 the best statement in each of the following groups : 
 
 76. a. A comma should always be between a town and state. 
 
 b. A town and state should always be separated by a comma. 
 
 c. One should use a comma between the name of a town and the name of the state. 
 
 77. a. There are mists, faint and beautiful and which do not change, that hang over the slopes of some mountains. 
 
 b. There are mists, which are faint and beautiful, and which do not change, and which hang over the slopes of somi 
 
 mountains. 
 
 c. Mists — faint, beautiful, and unchanging- — hang over the slopes of some mountains. 
 
 78. a. Between you and me, he acts as if he were intoxicated. 
 
 b. Between you and me, he acts like he is intoxicated. 
 
 c. Between you and I, he acts as if he was intoxicated. 
 
 79. a. The tendency of young people is both to react against the virtues and the defects of their elders. 
 
 b. The tendency of young people is to react against both the virtues and the defects of their elders. 
 
 c. A reaction both against the virtues and the defects of their elders is the tendency of young people. 
 
 80. a. What he says and his actions are no concern of mine. 
 
 b. His sayings and his actions being no concern of mine. 
 
 c. What he says and what he does are no concern of mine. 
 
 81. a. Due to having passed both proficiency examinations, he was exempted from the two semesters of rhetoric. 
 
 b. Because he passed both proficiency examinations, he was exempted from the two semesters of rhetoric. 
 
 c. Having passed both proficiencies examinations, they exempted him from the two semesters of rhetoric. 
 
 82. a. He replied, that in the case of the students who had petitioned, the answer was yes. 
 
 b. The students having petitioned, he gave an answer in the affirmative. 
 
 c. He replied that the students' petition had been granted. 
 
 83. a. The lake is crossed at one end by a bridge, a row of poplar trees bordering it. 
 
 b. Poplar trees border the lake, and a small bridge crossing one end of it. 
 
 c. The lake is bordered by a row of poplar trees and crossed by a bridge at one end. 
 
 84. a. Having studied music in Paris, Maiy's singing impressed her friends. 
 
 b. Mary's friends were impressed by her singing; she having studied music in Paris. 
 
 c. Because Mary had studied music in Paris, her friends were impressed by her singing. 
 
 85. a. The jewelled bag lay on the table. The circle of lamplight fell full upon it. Nobody could fail to see it. 
 
 b. On the table, in the circle of lamplight and in full view of everybody, lay the jewelled bag. 
 
 c. The jewelled bag lay in the circle of lamplight and in full view of everybody on the table, so nobody could fail to see it 
 
 86. a. His three hundred pounds of avoirdupois does not hinder him playing rompingly with the little ones. 
 
 b. He weighs three hundred, but which does not prevent his romping with the children. 
 
 c. Although he weighs three hundred pounds, he romps with the children. 
 
 IS 
 
87. a. The huge oak had an appearance of strength similar to a mighty giant. 
 
 b. The huge oak appeared awfully strong like a mighty giant. 
 
 c. The huge oak had an appearance of strength similar to that of a mighty giant. 
 
 88. a. His employees gave him a gold watch. 
 
 b. He was made the recipient of a gold watch from his employees. 
 
 c. He received a gold watch which was given to him by his employees. 
 
 89. a. The store has an express elevator to the tower; this makes it very convenient for the sightseers. 
 
 b. The express elevator to the tower of the store is a great convenience to sightseers. 
 
 c. In the store they have an express elevator to the tower, being a great convenience to sightseers. 
 
 90. a. The open switch was seen in time when the train swung around the curve ; the train was stopped and we rushed from 
 
 the cars. 
 
 b. As the train swung around the curve, the engineer saw the open switch. He immediately stopped the train, and we 
 
 rushed from the cars. 
 
 c. We rushed from the cars as soon as the train stopped after the open switch was seen as it swung around th<- ( urve. 
 
 91. a. A smile flitted over her face, then her attitude grew stern. 
 
 b. A smile flitted over her face ; then her attitude grew stern. 
 
 c. Her attitude grew stern after a smile had flitted over her face. 
 
 92. a. At twelve years of age, new scenes and new employments were opened to me. 
 
 b. When I was twelve years old, new scenes and new employments were opened to me. 
 
 c. I was twelve years old so new scenes and new employments were opened to me. 
 
 93. a. Fred met us at the foot of the hill and he climbed into the front seat and told the driver where to go. 
 
 b. Fred, who met us at the foot of the hill, climbed into the front seat and told the driver where to go. 
 
 c. Fred who met us at the foot of the hill climbed into the front seat and told the driver where to go. 
 
 94. a. Margaret and Alice worked together, and they did not do as much as Mary did alone. 
 
 b. Margaret and Alice worked together, they did not do as much as Mary did alone. 
 
 c. Although Margaret and Alice worked together, they did not do as much as Mary did alone. 
 
 95. a. He gave up the task being too difficult. 
 
 b. He gave up the task on account of it was too difficult. 
 
 c. He gave up the task as too difficult. 
 
 96. a. Tightly I clung to my mother's skirt, who soothed my anxiety with her gentle hand. 
 
 b. While I clung tightly to the skirt of my mother, she soothed my anxiety with her gentle hand. 
 
 c. Clinging tightly to my mother's skirt, she soothed with her gentle hand my anxiety. 
 
 97. a. On the roof of the barn roosted some pigeons. 
 
 b. The barn's roof had some pigeons roosting on it. 
 
 c. There were some pigeons roosting on the barn's roof. 
 
 98. a. His wife who thought he would be thirsty brought a pitcher of water. 
 
 b. His wife thought he would be thirsty. So she brought a pitcher of water. 
 
 c. His wife, thinking he would be thirsty, brought a pitcher of water. 
 
 99. a. He acted like all the rest of us boys. 
 
 b. He acted like all the rest of us boys did. 
 
 c. He acted just the same way as all the rest of we boys. 
 
 100. a. We stayed quite late at the Dunes, proving what a good time we had. 
 
 b. Our staying quite late at the Dunes proves what a good time we had. 
 
 c. Since we stayed quite late at the Dunes, the good time we had is proven. 
 
 14 
 
UNIVERSITY OF ILLINOIS 
 
 RHETORIC PLACEMENT TEST • ANSWER SHEET 
 
 Blackout the letter which represents the correct answer, completely filling the circle 
 
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 Student's signature: 
 
University of Illinois 
 
 FRESHMAN RHETORIC PLACEMENT TEST 
 
 Part 2 
 
 The Test: Part 2 
 
 You will find listed below twenty topics for composition. Study them carefully; then select one on which you have something 
 to say. Decide before you start writing just what your main idea is to be and how it can best be developed. You may use the 
 back of this sheet to jot down and organize your thoughts. Bear in mind that the composition should be expository (present- 
 ing and supporting an idea), not simply descriptive or narrative. You may, of course, use some description and narration to 
 give color and vigor to your exposition. You may design your own title but do not write on a topic not listed. 
 
 All compositions will be collected at the end of one hour. You must gauge your time to permit careful checking for er- 
 rors. There are no length requirements. However, the English Department needs an ample demonstration of your writing 
 ability. Several pages will ordinarily be sufficient. Adequate and well-rounded development of your composition is far more 
 important than its length. 
 
 Use a pen if you have one. Leave a one-inch margin on the left and a one-half-inch margin on the right. Do not 
 write in the blank space to the right of the endorsement box on the cover sheet. Write on both sides of each sheet. Write 
 carefully and legibly; you will not have time to make a rough draft and copy it. 
 
 BE SURE TO PLACE YOUR ANSWER SHEET FOR THE OBJECTIVE TEST BETWEEN THE PAGES OF 
 YOUR THEME BOOKLET. 
 
 BE SURE THAT YOUR NAME AND THE NAMES OF YOUR COLLEGE (L.A.S., AGR., ENG., ETC.), AND 
 HIGH SCHOOL ARE ON THE OBJECTIVE TEST ANSWER SHEET AND THE THEME BOOKLET. 
 
 1. How to fight the double feature 
 
 2. Dope addicts are dopes 
 
 3. New developments on the farm 
 
 4. Television's growing pains 
 
 5. Athletes for sale 
 
 6. Living in a glass house 
 
 7. We need better teachers 
 
 8. New styles in furniture 
 
 9. Are the best things free? 
 
 10. Memorable shots in technicolor movies 
 
 1 1 . What a job taught me 
 
 12. An appraisal of television wrestling 
 
 13. I am alone 
 
 14. I go Pogo 
 
 15. Why choose a coed college? 
 
 16. How the draft should operate 
 
 17. Music for the masses 
 
 18. My home town is changing 
 
 19. A DP test case 
 
 20. I predict that . . . 
 
 16 
 
REFERENCES 
 
 The University of Illinois Freshman Rhetoric Manual and Calendar. .5(ty 
 This outlines course objectives and regulations and lists day- 
 by-day assignments for the school year. Order from The Illini 
 Union Bookstore, 715 South Wright Street, Champaign, 
 Illinois. 
 
 The Green Caldron, a magazine of freshman writing 25c 
 
 The Green Caldron is published four times a year by the 
 Freshman Rhetoric Staff of the University of Illinois. The 
 material is chosen from themes and examinations written by 
 freshmen in the University. Order from C. W. Roberts, 204a 
 Lincoln Hall, Urbana, Illinois. 
 
 Selected issues of the Illinois English Bulletin 25c 1 for each 
 
 English teachers who are members of the Illinois Association 
 of Teachers of English receive current copies of the Bulletin 
 monthly during the school year. Applications for membership 
 and orders for issues listed below should be addressed to 
 Illinois English Bulletin, 204a Lincoln Hall, Urbana, Illinois. 
 "A Thousand Topics for Composition," (December, 
 1951) 
 
 "Freshman Composition Courses in Twelve Illinois Col- 
 leges," (November, 1951) 
 "Evaluating Ninth-Grade Themes," (March, 1953) 
 
 Twenty themes showing varying degrees of pro- 
 ficiency are evaluated and discussed by nineteen 
 experienced teachers representing various high 
 schools of the state. 
 "Evaluating Twelfth-Grade Themes," (April, 1953) 
 
 Twenty twelfth-grade compositions arc evaluated 
 and discussed by twenty-one high school teachers 
 and fourteen college teachers of English, with all 
 types of institutions represented. 
 "Some of the Best Illinois High School Prose," (pub- 
 lished annually) 
 
 "Some of the Best Illinois High School Poetry," (pub- 
 lished annually) 
 
 High school teachers are invited to submit the 
 best of their student compositions for possible 
 publication in these honorary issues. Address 
 manuscripts to the Illinois English Bulletin, 204a 
 Lincoln Hall. Urbana, Illinois. 
 
 OTHER SERVICES TO HIGH SCHOOL TEACHERS OF ENGLISH 
 
 Permission is granted to reproduce all material in the present 
 publication. 
 
 Blank answer sheets and a master correction sheet for the ob- 
 jective test presented above may be ordered by teachers only from C. W. 
 Roberts, 204a Lincoln Hall, Urbana, Illinois. You will be billed for the 
 third class postage needed to ship your order. 
 
 17 
 
Important Announcement 
 
 Since the preceding pages went to press, the 
 University of Illinois has announced a revision of its 
 policy and procedures regarding Freshman Rhetoric. 
 On December 20, 1955, the Board of Trustees ap- 
 proved a recommendation of the University Senate 
 that Rhetoric 100 be discontinued after the 1960 
 summer session. Freshmen entering the University of 
 Illinois in September, 1960, and in the years follow- 
 ing, will be given a proficiency test similar to the one 
 described above and will be registered in either Rhet- 
 oric 101 or 102, the college-level courses. The Rhet- 
 oric 101 and 102 standards described above will be 
 firmly maintained. 
 
 The four-year period between this announce- 
 ment and the inauguration of the new procedure will 
 give all concerned ample opportunity to adjust to 
 the change. A high school freshman of 1956 can, in 
 the four years that lie ahead, so apply himself to his 
 English work that he will be ready to assume the role 
 of college freshman in 1960. 
 
 The University of Illinois hopes that this publi- 
 cation and similar efforts to clarify standards will 
 result in better composition instruction at all levels. 
 
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UNIVERSITY OF ILLINOIS-URBAN* 
 
 3 0112 109074986 
 
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