amb ambiguous. ant antecedent. bal make elements balance. ch coherence. cst construction. ∥cst. parallel construction. D see dictionary. E poor English. emp emphasis. F. W. fine writing. fig figure of speech. gr grammar. H hackneyed. K awkward. L loose. MS manuscript. p punctuation. pc comma fault. per make periodic. rep repetition. red redundant. S sentence. sp spelling Th theme. tr transpose. U unity. V vague. W weak. W. W. wrong word. ¶ paragraph. [ ] omit. ] indention. x obvious error. │ divide. ╱ small letter. ≡ capital letter. ⁐ unite. Besides indicating all the errors in every theme, the teacher should write a concise comment on each, pointing out the faults and merits of the theme. He should aim to make these comments as stimulating and suggestive as possible for judicious criticism must be constructive, encouraging the pupil in that which is praiseworthy in his efforts, as well as aiding him to eliminate that which is undesirable. These comments to be most helpful should be based on the teacher’s knowledge of the pupil’s personality and of the character of his other themes, for each piece of written work must be regarded as a step in the individual pupil’s progress toward the more effective expression of his thoughts. The teacher should also remember that firm insistence from the beginning to the end of the course on correctness in the fundamentals of expression such as grammar, spelling, punctuation, capitalization, is quite as necessary as the stimulating criticism that aims at developing more original and spontaneous thought and expression.