Warriners english grammar and composition teachers manual (complete course)

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

TEACHER'S MANUAL
with Answer Keys

COMPLETE COURSE

English

Grammar
and
Composition
HERITAGE EDITION

John

E.

Warriner

Francis Griffith

w
HARCOURT BRACE JOVANOVICH
New York

Chicago

San Francisco

Atlanta

Dallas

and

London


We do not include a teacher's manual automatically with each shipment 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 representatives. A teacher's manual can be easily mislaid when it arrives as part
of a shipment delivered to a school stockroom, and, since

answer materials, we would
person

who

will

use

it,

or to

like to

be sure

it

is

it

contains

sent directly to the

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

All rights reserved.

No

HARCOURT BRACE JOVANOVICH,
part of this publication may be

reproduced or transmitted

in

INC.

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
by Harcourt Brace Jovanovich, Inc. All

©

1973, 1969, 1965, 1961

rights reserved.

printed in the united states of america
isbn 0-15-311917-9


1

1

Contents
Introduction

Section

vii

I

Suggested Course of Study

Section

II

The Teaching of Composition

9

General Principles and Techniques
Motivation and Class Procedure
The Use of Models
30
Evaluation
3

A Sequence
Section

1

17

of Composition Assignments

37

III

Suggested Teaching Procedures

49

Part One: Grammar
51
Part Two: Usage
65

Part Three: Composition: Sentence Structure
86
104
Part Four: Composition
130
Part Five: Mechanics
137
Part Six: Aids to Good English
Part Seven: College Entrance and Other Examinations

149

Section IV

Model Lesson Plans

Answer Keys
Answer Key

153

173
to Warriner's English

Grammar and

175
Complete Course
to Teaching Tests, Complete Course

Answer Key

Tab Key Index

257

Composition,

240



INTRODUCTION
A

basic text

The English Grammar and Composition
materials in

series consists of six

books for

grades 7 to 12. Despite the proliferation of teaching
English in recent years and the increasing use of media other

use as basic texts

in

than the textbook, the basic text continues to hold

its

of the instructional program in most English classes.
No teacher would wish to return to the days

position as the center

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 important 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

tions in

language text as an indispensable base of opera-

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 reference 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 devoted to the construction of clear and smooth sentences increases from two
in First Course to ten in Complete Course. In First Course, instruction in
is limited to simple and compound sentences. Second Course introduces adjective and adverb clauses and one of the verbals the participle. 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

grammar

—

vii


INTRODUCTION

viii

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

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

way

of teachers

who

only one sequence

in

prefer their

own approaches

or

may easily get in the
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

tively, the teacher leading the class

through specific examples to the formu-

instances should, be taught induc-

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 pageby-page discussions in the "Suggested Teaching Procedures" section of
lation of the principle underlying

the Manual,

show

specifically

how

however, that for review, which

is

to

employ the inductive method. (Note,

a basic process in each year of English,

method is usually more efficient than the inductive, and for
advanced classes it is often as effective and far less time consuming even

the deductive

for the presentation of

Everything taught

new

in the

skills.)

English

Grammar and Composition

series has

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

mally to the student, the instruction
strain to

be entertaining, nor does

one-way chats with the student

ject matter of English

is

is
it

concise and businesslike.
rely

on decorative

art

It does not
and discursive

make English study palatable. The subThe authors are convinced that it cannot

to

English.

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 studying 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
for the unskilled,

in writing.

The written word

affords no hiding place

no means of coverup. Incompetence

glaring. Inability to express ideas adequately in writing

dent

in all

is obvious, often
handicaps the stu-

kinds of work. For this reason the major emphasis in

the English

Grammar and Composition

series

is

all books in
on written composition,

with expository writing receiving the most attention.
In

one sense, the

a great

many

ability to write well

is

acquired through the mastery of

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

intangibles of the writing art.

To

and clear organization. These are the

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 Exercises, 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
main reasons

—to provide

series teaches

grammar

for

two

a basis for instruction in usage and to facilitate

cannot be demonstrated that ignorance of
grammar ever prevented students from writing well, it is obvious that such
the teaching of writing. While

it


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 structure,

it

is

next to impossible. Similarly, the teaching of

grammar

will not in

does make possible the efficient 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 advocating the use of traditional grammar in teaching usage and composition,
however, the authors are not suggesting that other linguistic approaches be
itself

necessarily change usage habits, but

—

it

—

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

Manual such as this one is available for each book in the
English Grammar and Composition series. The manuals contain a
Teacher's

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

a flexible

is

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.

may be used with any course of
own courses of study will
here. Teachers who do not have a

The book,

therefore,

study, taught in any sequence. Schools with their

have no need for the one suggested
prescribed course to follow may find the one given here helpful
the year's work.

in

planning

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

by the considerations which are discussed

in

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

is

the authors have been guided

more

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 chapters, 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
in the

responsible for

The

it

in all their writing.

natural result of placing these

skill

By

chapters early in the year

is

that

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 students 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

the fourth quarter seems very spare.

this time,

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
taught in earlier years,

rapidly in an individual "diagnosis-study-test" kind of procedure; or certain parts of the chapters

left

which you know your students need

to

review

assigned and given classroom treatment; or the chapters may be
entirely for individual students to refer to on their own as the need

may be
arises.


4

SUGGESTED COURSE OF STUDY
Certain chapters and parts of chapters are intended for distribution over

months rather than for concentrated study in one or two weeks.
These include the chapters on mechanics Chapter 29, "Capitalization,"
Chapters 30 and 31, "Punctuation," and Chapter 36, "Spelling." The
material in Chapter 35, "Vocabulary," should also be distributed for efficient study. Early in the year, start regular spelling and vocabulary testing
on the 300-word lists in these chapters.
several

—

SUGGESTED PLACEMENT OF CHAPTERS

BY QUARTERS OF THE SCHOOL YEAR
FIRST

QUARTER

Grammar
Chapter
Chapter
Chapter
Chapter

1

2

3
4

The Parts of Speech (Review as needed)
The Parts of a Sentence (Review as needed)
The Phrase (Review as needed)
The Clause (Review as needed)

Usage
Chapter
Chapter
Chapter

5
6

7

Levels of Usage
Agreement
Correct Use of Pronouns

Composition: Sentence Structure
*

Chapter 11
Chapter 12

Sentence Completeness
Coordination and Subordination

Composition: Paragraphs and Longer Papers
Chapter 21

The Paragraph

Mechanics
Chapter 28
Chapter 30
Chapter 31
*

An advanced

class

Manuscript Form
End Marks and Commas (Review es needed)
Other Marks of Punctuation (Review as needed)
may cover

this

chapter quickly or omit

it

entirely.


SUGGESTED COURSE OF STUDY

SECOND QUARTER
Usage
Chapter 8
Chapter 9
Chapter 10

Form and Use of Verbs
Correct Use of Modifiers

Correct

Glossary of Usage

Composition: Sentence Structure

Chapter
Chapter
Chapter
Chapter

*

13
14

Clear Reference
Placement of Modifiers

18

Sentence Variety

19

Effective Diction

Composition: Paragraphs and Longer Papers
Chapter 22

Expository Writing

Aids to Good English
Chapter 34
Chapter 35
Chapter 36

*

The Dictionary

(Review as needed)

Vocabulary
Spelling

Mechanics
Chapter 29

Capitalization

(Review as needed)

College Entrance and Other Examinations
Chapter 37

College Entrance and Other Examinations

THIRD QUARTER
Composition: Sentence Structure
Chapter 17

Sentence Conciseness

Composition: Paragraphs and Longer Papers
Chapter 24

Chapter 26
*

An advanced

Language and Logic
The Research Paper
class

may cover

this

chapter quickly or omit

it

entirely.

5


6

SUGGESTED COURSE OF STUDY
Aids to Good English
Chapter 32
Chapter 33

Information in the Library

Reference Books

FOURTH QUARTER
Composition: Sentence Structure
Chapter 15
Chapter 16
Chapter 20

Parallel Structure

Unnecessary
Exercises

in

Shifts in Sentences
Sentence Revision

Composition: Paragraphs and Longer Papers
Chapter 23
Chapter 25
Chapter 27

Making Writing
Exercises

in

Interesting

Composition

The Business Letter

EXPLANATORY NOTES ON THE COURSE OF STUDY
First

quarter

Written composition
course.

You can

is

the most important study in a senior English

begin your teaching of composition with Chapter 21,

"The

Paragraph," and concentrate on paragraph writing during the first quarter.
You may, in the interests of class morale, prefer to start the year with one
or two general composition assignments based on personal experience (narrative) or personal opinions (familiar essay), in which the only goal is to
interest the reader. Such composition assignments usually amuse the class
and help to alleviate prejudices against composition work. They do not,
however, teach anything specific about writing and so should be kept to a
minimum. Your systematic instructional program begins with "The Paragraph." Before making the first writing assignment, teach Chapter 28,
"Manuscript Form."

Sometime during the first weeks, use Chapters 30 and 31, "Punctuation," for a review of the major uses of the comma, the apostrophe, etc.
This rapid review accomplishes two things. First, it emphasizes the seriousness of careless mechanical errors. Second, it acquaints students with
*

An advanced

class

may cover

this

chapter quickly or omit

it

entirely.


SUGGESTED COURSE OF STUDY

7

the punctuation chapters so that they can use the chapters for reference

when they

face punctuation problems in their writing.
review of grammar, Chapters 1-4, should precede the study of the
usage and sentence structure chapters scheduled for the first quarter, since

the latter assume knowledge of the parts of speech and the parts of the
sentence. The amount of time you spend on Chapters 1-4 should be carefully limited, however, because grammar has an insidious tendency to take
up more time than it is worth.

A

Second quarter
The

writing program in the second quarter carries the student from the

single-paragraph expository theme to the multi-paragraph expository theme
taught in Chapter 22, "Expository Writing." At the same time, the

work

in

sentence structure should be continued so that students will become increasingly competent in handling sentences, as well as in planning and organizing longer compositions. Early attention to capitalization (Chapter

much time, and
you to insist on accuracy
in these subjects in all subsequent writing. Although study of the vocabulary list should have begun in the first quarter, Chapter 35, "Vocabulary,"
which

29),

at this level

should not be allowed to consume

to spelling (Chapter 36) will

is

make

it

possible for

scheduled for systematic treatment

"The Dictionary." The

as is Chapter 34,
connection with the word

in this quarter,

latter is best taught in

in the chapter on vocabulary.
Since most seniors will probably be taking their college entrance
examinations in December, you will wish to schedule Chapter 37, "College
Entrance and Other Examinations" for study before the date of these
examinations.
Teach the chapters on usage and sentence structure in the order in
which they are given in the course of study. Chapter 10, "Glossary of
Usage," may be an exception to this rule, because covering so many

usages at one stretch may prove both confusing and dull. However, you
should, early in the quarter, acquaint your students with the nature of the
glossary so that they can use it for reference when they face a usage prob-

study

lem.

Third quarter

The emphasis

in the

Complete Course

is

on expository writing, which

is

thought of as including argumentative writing. Since many of the best composition topics for seniors are expressions of opinion, Chapter 24, "Lan-

guage and Logic," is a natural chapter to follow the work on expository
writing done in the second quarter.
The suggested course of study reserves for the third quarter the research
paper (Chapter 26), with an accompanying review of library resources

8

SUGGESTED COURSE OF STUDY

(Chapter 32) and reference books (Chapter

33).

Writing a research paper

is

a major undertaking, requiring several weeks. In their papers the students

should demonstrate their control of

all

the skills of expository writing that

two quarters. If your local course of
study does not include a research paper, you can continue in its stead more
work in exposition and argument.
While students are working in the library and preparing their research
papers, you might use class time for reviewing and applying the rules for
clear thinking which were taught in Chapter 24, "Language and Logic."
they have been taught during the

first

Fourth quarter
In the fourth quarter, students should be doing as much writing as you
can find time to handle. They should be held responsible for all skills
learned during the year. Chapter 20, "Exercises in Sentence Revision,"
and Chapter 25, "Exercises in Composition," which are both review chapters, will keep them working on various kinds of writing and various sen-

tence structure problems.

Chapter 23, "Making Writing Interesting," deals with an aspect of
composition that is not treated specifically elsewhere in the composition
program in Complete Course. While it may be profitably taught earlier in
the year, it is scheduled for the fourth quarter because the teaching of
expository writing is of first importance and should logically precede it. In
other words, it provides instruction that is valuable, but not essential, in
teaching seniors the kind of writing competence they need most.
Two chapters on sentence structure, Chapter 15, "Parallel Structure,"
and Chapter 16, "Unnecessary Shifts in Sentences," should be taught before the chapter "Exercises in Sentence Revision." Chapter 27, "The Business Letter," is a reminder of letter writing conventions that should prove
valuable after graduation.

Experienced teachers know that the fourth quarter of the senior year is
The suggested course of study recognizes this fact by placing most of the teaching in the first three quarters,
leaving the fourth quarter largely for review and practice.
the least profitable time for teaching.


SECTION

The Teaching
of Composition

Composition work should be a regular part of the class routine. If you
you can manage the paper work, you may wish to begin the year by
telling your classes that they will write one composition a week, or one
every two weeks. (On pages Yl-M of this Manual, you will find a series of
eighteen suggested composition assignments that can provide the basis for
a year's program.) Tell the class that you will always let them know in
advance when each composition will be due. Although you may wish at
times to omit an assignment or to add an extra assignment, ordinarily you
should avoid such breaks in the routine.
Require themes to be handed in when due with no exceptions. Return
the papers to the students after about the same interval each time, and
require that the papers be returned to you with the students' corrections on
the day following. Even when you are teaching a concentrated unit in literature, keep up the composition assignments, perhaps basing them on the
literature being studied. It is not necessary to be so rigid as to designate the
same day every week or every two weeks as composition-due day, but it is
advisable to keep the writing on a clearly regular basis.
think

—

A.

GENERAL PRINCIPLES AND TECHNIQUES
The following

principles of composition teaching hold true for

all

grade

levels.

PREPARE THE CLASS THOROUGHLY FOR EACH WRITING
ASSIGNMENT.
The easiest but least effective way to assign a composition is merely to
say to a class, "Write a composition on anything you wish." Almost as
ineffective is simply providing a list of topics and asking students to choose
one and write a theme on it. The amount of preparation desirable varies
with the type of assignment and the ability level of the class, but it may
often take an entire class period, and it may occasionally involve activities

extending over a period of one or two weeks.

Emphasize the learning purpose.

The suggested assignments for a year's program on pages 37-47 of this
Manual show the kind of specific writing goals that should be present in
each composition assignment. Explanation of the goals and of the language
11


12

THE TEACHING OF COMPOSITION

skills

Here

necessary to achieve them
is

a

1.

2.

list

is

the heart of the preparation lesson.

of some typical learning purposes:

Development of a topic sentence by facts and examples
Development of a topic sentence by comparison and contrast

4.

Using linking expressions
Using transitional devices between paragraphs

5.

Outlining

3.

6.

Definition

7.

Explanation
Logical development of an argument (syllogism)

8.

11.

Supporting an opinion with anecdotes and personal experiences
Using figurative language
Developing an informal essay

12.

Writing a

13.

Writing a research paper

14.

Writing a

9.

10.

15.

summary

critical essay
Writing a courteous letter of complaint

Provide topics and ideas.
Although the specific subject matter which students use in a composiown, you should decide on the kind of composition (story, essay, paragraph, etc.) and, during discussion, draw from the
class a number of specific ideas for the composition. Your main concern as
a teacher of English may be to improve the students' writing, but you cannot evade the other responsibility of helping your students to find sometion will usually be their

thing to write about.

After you have taught the particular skill with which the assignment is
concerned, you may develop a composition in class. By questioning, you
can draw from the class details and ideas to be used in the composition.

on the board and then show the class how

group them and
sometimes a problem, you may go so far as to help the class compose a number of opening
sentences and let each student choose the one with which he or she wishes
to begin. The compositions may turn out to be remarkably alike, but this is

not a fault, provided a fully developed theme results.
Such detailed assistance is not advisable for advanced students. With
them you may plan a sample composition in some detail, but you should
assign students to write on their own topics, using the same method of
List these

arrange them in the right order. Since getting started

to

is

preparation but not the same subject matter.

FOLLOW THROUGH AFTER EACH ASSIGNMENT.
Few
in

writing skills can be mastered in a single assignment.

writing requires regular review and frequent practice.

Improvement


THE TEACHING OF COMPOSITION

13

Teach a remedial lesson the day the papers are returned.

The remedial lesson may be

in length, and it
been taught. Of course, the
first consideration should be given to those faults which prevented the
compositions from achieving the learning purpose for which they were
written. After this, take up any errors in technique which appeared often
enough to make them suitable topics for study by the entire class.

need not be confined to the

skills

less

than a class period

the class has

Make composition work cumulative.
During the preparation period, remind your class of the composition
techniques they have learned

in

preceding compositions. Hold them re-

sponsible, for example,

in

techniques learned

first four.

in

the

their fifth
It

composition for the applicable
be advisable to assign two or

may

same skill; in this event, variety should be
achieved through different subject matter. The important thing is that
through your planning, students gain a sense of growth from composition to
composition. They should be aware of improving skills.
three compositions to teach the

mechanics and usage, concentration on a few recurring
be more effective than an attempt to explain all errors
found in the students' papers. Write two or three examples of such persistent errors, with corrections or explanations, on the board and leave them
there for a few days as reminders to all classes using the classroom.
Many teachers find it effective to devote a few minutes daily, preferably
at the beginning of the class period, to one or two sentences taken from
student papers. The sentences are on the board when the class comes into

the room. You discuss them with the class and require all students to write
an improved version of each one. This method, of course, may be used to
teach any skills from punctuation and spelling to parallelism.
In the areas of

errors

is

likely to

Have students keep a

file

of their compositions.

Composition work should give the writer a feeling of growth and real
accomplishment. This feeling can be fostered by making it possible for students to see their writing accumulate and to have evidence of their improvement. If you have filing space in your classroom, have each student
keep a manila folder in which each paper is to be filed after it has been
corrected. Some teachers have the students keep their "old" compositions
in their notebooks. This is a second-best method because student
notebooks are too often messy accumulations of every kind of work done
in all subject matter areas. They are carried about daily, battered by rain
and wind, lost on the school bus, and often left at home on the day you
wish to inspect them. Keeping compositions in your filing cabinet is also
insurance against their being loaned to friends in other classes.