How to Write Clearly , written by the Rev.
Abbott, is a great paradigm of archaic English language. It was first published in and gives a lovely example of language as it was nearly years ago.
Abbott was an English schoolmaster, becoming headmaster of the City of London School at the tender age of He was educated in mathematics, 'classics' and theology and after his retirement in he devoted the majority of his time to theological and literary pursuits. Although the book is somewhat dated in its relevance to today's world, it is still of historical significance and is a great read for anyone interested in the progression of the English language.
How to Write Clearly Rules and Exercises on English Composition : Edwin A Abbott :
His clear and concise instruction leaves nothing to be questioned and is still very understandable today. Dispatched from the UK in 3 business days When will my order arrive?
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How to write clearly. Rules and exercises on English composition
Do I Make Myself Clear? On the other hand, if a man is to write forcibly, he must to use a well known illustration describe Jerusalem as "sown with salt," not as "captured," and the Jews not as being "subdued" but as "almost exterminated" by Titus. But what does this imply? It implies knowledge, and very often a great deal of knowledge, and it implies also a vivid imagination. The writer must have eyes to see the vivid side of everything, as well as words to describe what he sees.
Hence forcible writing, and of course tasteful writing also, is far less a matter of rules than is clear writing; and hence, though forcible writing is exemplified in the exercises, clear writing occupies most of the space devoted to the rules. Boys who are studying Latin and Greek stand in especial need of help to enable them to write a long English sentence clearly. The periods of Thucydides and Cicero are not easily rendered into our idiom without some knowledge of the links that connect an English sentence.
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There is scarcely any better training, rhetorical as well as logical, than the task of construing Thucydides into genuine English; but the flat, vague, long winded Greek English and Latin English imposture that is often tolerated in our examinations and is allowed to pass current for genuine English, diminishes instead of increasing the power that our pupils should possess over their native language.
By getting marks at school and college for construing good Greek and Latin into bad English, our pupils systematically unlearn what they may have been allowed to pick up from Milton and from Shakespeare