Before he was breeched,
he might have clambered on the boxes; when he was twenty, he would have
stared at the girls; but now the pipe is smoked out, the snuffbox is
empty, and my gentleman sits bolt upright on a bench, with lamentable
eyes. This does not appeal to me as being Success in Life.
--Robert Louis Stevenson. (Copyright, by Charles Scribner's Sons.)
_B._ Examine the themes which you have written. Does each paragraph have a
topic statement? Have you introduced sentences which do not bear upon this
topic statement? Are the paragraphs real ones treating of a single topic,
or are they merely groups of sentences written together without any close
connection in thought?
+Theme XVIII.+--_State two or three advantages of public high schools over
private boarding schools. Use each as a topic statement and develop it
into a short paragraph._
(Add to each topic statement such sentences as will prove to a pupil of
your own age that the topic statement states a real advantage. Include in
each paragraph only that which bears upon the topic statement. Consider
the definition of a paragraph on page 68. Does this definition apply to
your paragraphs?)
+39. Reproduction of the Thought of a Paragraph.+--Our ability to
reproduce the thought of what we read will depend largely upon our ability
to select the topic statements. In preparing a lesson for recitation it is
evident that we must first determine definitely the topic statement of
each paragraph.
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