By H. L. Mencken
Edited and annotated by means of H.L.M., this can be a choice from his out-of-print writings. they arrive as a rule from books—the six of the PREJUDICES sequence, A ebook OF BURLESQUES, IN safeguard of girls, NOTES ON DEMOCRACY, creating a PRESIDENT, A publication OF CALUMNY, TREATISE ON correct AND WRONG—but there also are journal and newspaper items that by no means received among covers (from the yankee Mercury, the shrewdpermanent Set, and the Baltimore night solar) and a few notes that have been by no means formerly released in any respect.
Readers will locate edification and leisure in his estimates of various Americans—Woodrow Wilson, Aimee Semple McPherson, Roosevelt I and Roosevelt II, James Gibbons Huneker, Rudolph Valentino, Calvin Coolidge, Ring Lardner, Theodore Dreiser, and Walt Whitman. these musically vulnerable will take pleasure in his items on Beethoven, Schubert, and Wagner, and there's fabric for 100 controversies in his decisions on Joseph Conrad, Thorstein Veblen, Nietzsche, and Madame Blavatsky.
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Extra info for A Mencken Chrestomathy: His Own Selection of His Choicest Writing
She used the BOSsing technique described in More ideas (below). To begin with, the class brainstormed ideas about holidays at the seaside, which Debbie noted on the board. The children then discussed how these ideas could be organised into groups, and chose the headings: ‘Things We Do / See / Eat at the Seaside’. Debbie used coloured crayons to indicate the category for each ‘memoryjogger’, then drew a spidergram diagram and began to fit the information into it. The more able children understood the principle very quickly and were able to go off and make their own spidergrams, using the brainstorm notes.
The following day they revisited the class flowchart and used it to explore the language of cause and effect. ’ After making up lots of ‘why’ questions, the children composed sentences to answer them. ’ Rachel used some of these ideas in a piece of Shared Writing, converting the flowchart notes into the class’s own passage about how babies grow. The children helped turn each of the key facts on the flowchart into a sentence, and the layout of the flowchart meant the facts organised themselves naturally into paragraphs.
How many sounds are there? f-l-ow-er – four. ’ 19 20 Case studies The children then wrote their own sentences to describe what was happening in the picture. In session 2, the class decided on another sentence for the teacher to scribe: The bride and bridesmaids came down the aisle: ‘Let’s start with a word to show the order things happened. Look at the list of time starters we made – after that, next, in a while, suddenly, all of a sudden, then, straight after that ... Which connective can we start our new sentence with?