Algebra by E. J. Gross

By E. J. Gross

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Précis and summary Next come the précis and summary. English language examinations have turned these into dreary businesses largely concerned with efficiency and almost devoid of theoretical interest. In fact, the philosophical implications of these exercises for the study of literature are profound and we discuss them in the following chapter. They raise questions about the nature of language, about exactly what constitutes a text, and about the relation between style and content. Briefly, précis gives the general sense; summary lists the important points.

The former produce mental muscles where none existed before; the latter, through bending and stretching, keep them agile. Just as a programme of physical fitness contains a number of different exercises, so will a programme of study. We need to develop logical powers, a sense of style, the ability to describe, analyse, argue and invent. Some of the exercises can be carried out in the classroom, but others are strictly extracurricular. Study is self-initiating and self-propagating. The first step is always one’s own, and it is into the unknown.

Higher education has different purposes for different individuals and must always remain flexible enough to cater for their needs. Its main task is training the majority of students to think and express themselves more efficiently. The test of the effectiveness of its teaching strategy is simply whether it does so. This is the point at which the rhetorical tradition can be usefully reborn. We are not talking about years of gruelling training and negative reinforcement. Rhetorical education has always had a tendency towards mechanical learning.

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