ORAL AND WRITTEN LANGUAGE 97 



for. This may be talked over in class, so that the points 

 stand out clearly, then a quick sketch is asked for. Pupils 

 who did not witness the event write it up from the talk, 

 while those who saw it are expected to give it the vividness 

 of an eye-witness. 



All the pupils keep their written work for the year in 

 portfolios. Occasionally, the class period is devoted to self- 

 study and criticism, by looking over these papers and writ- 

 ing down the observations made. Such information as the 

 following is frequently given by the self-critics : 



" I am careless in the use of commas, of 's, and of quota- 

 tion marks." " I often use the wrong form of the pronoun 

 and verb." " I do not place my phrases and clauses so as to 

 express my meaning clearly." " I put two paragraphs into 

 one." " My paragraphs lack unity." 



It is needless to add that such a search into one's own 

 weaknesses is often the most effective cure. 



From many eighth grade papers a few are chosen illus- 

 trating drills in sentence structure, one of the particular 

 points for the year ; others show special features of training. 



I 

 SENTENCE STRUCTURE 



The poorly constructed sentence is given first, followed 

 by the recast, sometimes obtained by concerted class action, 

 sometimes through correction or suggestion by the teacher, 

 while sometimes it is the individual effort of the child. 



a 



Just a short distance from the pavilion is the palace, with 

 8 



