Caption: Booklet - Standards in Freshman Rhetoric (1956)
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T E E 7. HM 1 What 1 Expect from the U, of I. Abb (moid abbreviation) 1 am begining four yean of higher education. I have chosen the University of Illinois. I nuule this choice with several tilings in mind. First is the cost, As a resident of this state 1 do not have to pay the higher tuition needed at another college or university. Scc5 end, is the distance from my home. It is a four hour drive over good roads. 1 can go home on all vacation periods. Third I believe it offers more educational facilities than any other University in the same radius. While attending the University of Illinois, I expect to make many 10 friends. Both at my residence and my classes. College friends have college life in common. This will make interesting conversation in later years. The University, as much as I have seen in one day, offers many opportunities to meet and make friends. There arc classes, meetings, dam . parties, sports and other events. 13 I left a high school with an enrollment of 125. T h e instructors are very familiar with you, your parents, and your friends. At the University where there are some two to three thousand freshmen, there isn't the chance to have the same relationship. I expect to be treated as a student of the University and not like a next door 20 neighbor. I expect to get an education to be proud of. I think can get it. It's up to me. I can't expect the school to give me an education if I don't help. There is equipment for my education within my reach. I expect to take it and use it to my advantage. 25 I expect the University to help me change from a high school senior to a man. Sp S est (sentence P ?/P construction) Ref (valine reference)/Hyphen? J Combine sentences ?/D?/I /Ref. Fra;i (sentence fragment) Ref N (spell out D P/D Hyphen number) Ss (short, choppy sentences)/Om D? COMMENT O N THEME 2 This would be graded D largely because of the childishly short and choppy sentences, the sentence fragment in the second paragraph, and the neral lack of originality in both content and style. CONTENT ORIGINALITY DEVELOPMENT PARAGRAPHING DICTION GRAMMAR SENTENCE STRUCTURE SPELLING PUNCTUATION FAIR POOR FAIR FAIR POOR GOOD POOR FAIR POOR Compared with Theme 1, this composition hows more disciplined mastery of the language but much less imagination and enthusiasm in its use. T h e sentences arc wooden and arc Dut together in the paragraphs like a child's set of building blocks. With one exception, they are all simple sentences. The paper reveals some sense of structure and organization, but note that practically all of the first paragraph deals with reasons for choosing Illinois rather than with what the author expects from the institution. T h e writer of Theme 2 will have to abandon the kindergarten style he uses here; he will have to experiment with combining ideas into complex and compound sentences. He will also need to develop a more effective vocabulary. We can also hope that he will learn to think for himself. What he says her the standard thii that anyone and everyone situated would say if he were writing off the top of his mind, without much thinking.
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