By explaining cause and effect develop the following:
1. The advantages of public gymnasiums. 2. The success of loose leaf devices. 3. The objections to football.
Develop the following into paragraphs; in each case be able to show what method or methods you have employed:
1. A man who cannot read and write English should not be allowed to vote.
2. Postal savings banks inspire the savings habit.
3. Women--the mothers of children--should vote.
4. Women should not vote because they do not read the newspaper.
6. I wish I had seen the coronation of George V. Every fairy story I had ever read would suddenly have become real.
7. Canada would gain by reciprocity with the United States.
8. The United States would gain by reciprocity with Canada.
10. The waste of lumber by forest fires results from carelessness.
11. The waste of lumber in cutting railroad ties is too great.
12. The rotation of crops enriches the soil.
13. Apples are more easily gathered than cherries.
14. Efforts should be made to keep the birds in our city parks.
16. Peddlers should not be allowed to call their wares.
17. Great crowds gathered in the city during aviation week (or any celebration).
18. The electric toaster is good for hurry-up breakfasts.
19. Ironing with an electric iron is more convenient than with the old-fashioned kind.
20. The wireless apparatus makes sea voyages safer than before.
22. Cats should be exterminated because they spread disease.
23. The parcel post will decrease the profits of the express companies.
24. A good book is opened with expectation and closed with profit.
25. Merchants should charge for delivering purchases.
26. The object of the Child Welfare Exhibit is to promote the best interests of children.
27. One of the best enactments of our time is the Child Labor Law.
We may as well confess at the beginning that smooth connection between sentences and paragraphs is a hard thing to learn. Primarily, it depends on clear thinking. In Exercise 135 we saw that the idea of one sentence must grow out of the idea of the preceding one. It is the same with paragraphs. The thought must develop gradually from one to the next. Each paragraph, we know, represents a unit within the larger unit of the composition; each represents a division of thought. Not infrequently the thought of one division differs considerably from the thought of the next. The tying together of such units is sometimes hard. It may be done in one of the following ways: