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ANALYSIS\n\nMETHOD OF ANALYSIS  \n# WITH PASSAGES FROM ENGLISHLITERATURE FOR PRACTICE\n\nFRANCES E.BEVAN  \nClassical Tripos,Cambridge;Joint-Headmistress of theSouth Liverpool School for Girls  \nLONDON  \nBLACKIE &SON,LTMITED 50 OLD BAILEY,E.C.GLASG9W.DL BDIN 10MBAY1909  \n# PREFACE\n\nThis collection of passages from English Litera-ture for Grammatical Analysis is the material ofmany years'work in teaching English to Upperand Middle Forms in Secondary Schools.Thebook is not intended for Junior Forms;but asthe examples in each exercise are arranged moreor less in order of difficulty,the teacher will seethat a first year’s course in the analysis of com-plex sentences might.be made by taking the firsttwenty to thirty examples in each section,andleaving the more difficult ones for a second andthird year.I have purposely departed from theusual order and placed the Noun Clause last,be-cause in my experience this type of clause presentsmost difficulty to the learner.It is,however,opento anyone who may use this book to reverse myorder.  \nPart I is not meant to take the place of anEnglish Grammar,but merely for the recapitulationof the main principles of sentence construction and5  \nthe method of analysis.Throughout,in dealingwith complex sentences,I have laid the chief stresson logical analysis—the division of such sentencesinto their component clauses,with a full descriptionof the relation such clauses bear to one another,arrived at by inductive reasoning.It is for thispurpose,rather than for detailed analysis,that theextracts have been chosen;and although they aresuitable for both purposes,still,for every one sen-tence analysed in detail,twenty or more should beanalysed logically.Such practice affords a valuabletraining towards the understanding of Englishliterature,and may often be a substitute for para-phrasing.Every teacher knows how difficult it isto make pupils realize the meaning of what theyso glibly read—words which they  \n\"trundle smoothly o'er the tongueLike mere abstractions,empty sounds,to whichThey join no feeling and attach no form!”  \nI know no better way to stimulate their intelli-gence than to make them analyse every involvedor obscure sentence they meet.Once this habitis formed there will be less slipshod reading andimperfect understanding,and from that time forthEnglish grammar may safely be left to take careof itself.Rapid mental analysis becomes an almostunconscious practice in the face of any difficulty,","cbCainSXpLJvtl7P","https://ap.wps.com/l/cbCainSXpLJvtl7P","pdf",3391131,104,"English","# Preface\n## Purpose and target learners\n## Teaching approach and difficulty order\n## Logical analysis of complex sentences\n## Value for comprehension and reading","[{\"question\":\"Who is Method of Analysis intended for?\",\"answer\":\"The preface states it is meant for Upper and Middle Forms in secondary schools, not for Junior Forms.\"},{\"question\":\"How should teachers organize the exercises by difficulty?\",\"answer\":\"The book’s examples are arranged more or less in order of difficulty, so a first-year course may use the first twenty to thirty examples in each section, leaving harder ones for later years.\"},{\"question\":\"What is the main teaching emphasis in the method?\",\"answer\":\"The preface emphasizes logical analysis of complex sentences—dividing sentences into component clauses and describing how the clauses relate through inductive reasoning.\"}]","METHOD OF ANALYSIS - With Passages from English Literature for Practice | PDF",262]