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Traditional English Sentence Style

Traditional English Sentence Style

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Published by Bob Einarsson
A Manual and self-directed Workbook for analyzing the sentence structure of classic English authors including Lincoln, Austen, Wells and Yeats.
A Manual and self-directed Workbook for analyzing the sentence structure of classic English authors including Lincoln, Austen, Wells and Yeats.

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Categories:Types, School Work
Published by: Bob Einarsson on Nov 28, 2012
Copyright:Attribution Non-commercial

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05/25/2015

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Traditional English Sentence Style 
 
A Self-directed Textbook onThe Grammar and Style of Classic English Writers
by Robert Einarsson
The Allegorical Figure of Grammar
Laurent de la Hyre
“…a learned and articulate voice spoken in a fitting manner…”
 
 
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Traditional grammatical method begins by acknowledging a problem and thenaddressing it with arguments from precedent and analogy. It is the method, not thetext, that matters; read Fowler on one problem and you will have an idea of how hemight come at a wholly different problem.
(Geoffrey Nunberg, “The Decline of Grammar”)
 
 
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Traditional English Sentence Style:
a write-up of my approach to teaching sentence structure
by Robert Einarsson
CHAPTER ONE:
Sentence Patterns
 The culture and society of today are marked by an ever expanding quantity of language. We are surrounded by a more massive quantity of raw languagethan in any other historical time. Because of more and more media, wehave become a sound-bite society, an advertisement society, a talk showsociety. Today, what we say does not have to be thoughtful and conclusive;it just has to be said
now
, while the microphone is still on. In a culture likeours, the ability to be a fast talker is more valued than the ability to be areasoned and weighty talker. In this talk show society, it seems that the
quantity
of language has become more important than the
quality
.This flood of language has had its effect on writing and thinking styles within the culture at large. Ideas today no longer need be expressed in fullsentences. Rather, the ideas of today seem to come out in a continuous flow
of ongoing language. Sooner or later the idea seems to be “out there,” and
then the word-stream stops. But this style, based on flow and quantity, isnot the language style of yesterday. In the past, the carefully structuredsentence was the medium for encapsulating and precision-stating ourthoughts. Today, precision and structure seem to be less important than theability to
“wax eloquent” at the drop of a hat.
 The teaching of English today reflects the same misplaced priority.Less and less grammar is taught, and more and more group discussion takesplace. Precision becomes less important; spontaneous expression of opinionbecomes all-in-all. Composition classes involve paragraphs, essays, andcreative writing, but not the basic building block of expression, sentences.Students today receive little or no instruction in sentence structure andgrammar, a situation that was unthinkable fifty years ago. For some

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