1919 / 1928 · source JH_ENGLISH

Junior High School English, Book Three

Crumpton and Hosic, 1928. primary contemporary reproduction.

T1–T5 excerpts and instructional bar.

Document locator

Source ID: JH_ENGLISH
Page / identifier: preface; pp. 3–4, 65–75, 253–255, 271
Accessed: 2026-08-02

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5 attached student records

Excerpts and provenance from this document

Each record below repeats its prompt, conditions, honest evaluator role, direct source link, and exact page locator.

Record T1 · 1919 / 1928

T1: Evaluation Or Experience

Actual writing year is not stated; published in 1928. Ninth-grade-level Book Three context; exact writer grade and age unknown.

Period1919 / 1928

ScopeExcerpt coded

ProvenanceC Textbook Selected Supplement

Band statusuncalibrated

Original student excerpt

Tennis will soon be the leading game in America. It contains everything a good game should have: it develops arms, legs, and mind; it requires intelligence and skill; and it needs little equipment. The size of the player doesn’t count either. Johnson is about five feet, five inches high, but he is one of the outstanding players in the country.

Four consecutive sentences from the typeset theme; original spelling and punctuation preserved.

Prompt and conditions

Original Unknown prompt. Original student prompt unknown. The printed themes were later used to ask readers to state each composition's thought in one sentence and identify unrelated material.

Source conditions: Source Free; unknown.
Time: Exact duration unknown. unknown
Production / archive: unknown; typeset reproduction.
Drafting: unknown; textbook describes self/class criticism generally but no retained theme history.
Population and selection: Anonymous pupil themes in a ninth-grade-level 1928 junior-high textbook; exact writer grades, ages, schools, and geography unknown. Textbook-selected instructional examples; no score or population frame.

Scorer and feedback role

Editor Or Textbook Author. Not an authenticated classroom-teacher feedback pair.

Original source classification: No original score survives. No original-assignment score survives.
Form: Later Instructional Use; not response-specific.
Revision after feedback: None survives.

Read the evidence coding

Conceptual claimTennis merits prominence because it develops body and mind, requires skill, costs little, and does not favor size.

Ideas and relationships8 coded units. Forecast, evaluative criteria, benefits, skill, equipment, size objection, and athlete example form a criteria-based argument.

AbstractionSustained

Causal reasoningSimple

Qualification / counterargumentImplicit Objection Answer

Evidence useExample No Source

OrganizationThesis Reasons Objection Example

Sentence controlControlled

Lexical precisionSpecific

Articulation limitThe forecast and mental benefit are unsupported, and the athlete example lacks source context.

These are descriptive codes, not scores. No composite or rank is calculated. A routine pupil theme used for unity criticism, not a contest entry; absent score and editorial history prevent a middle-band claim.

Record T2 · 1919 / 1928

T2: Evaluation Or Experience

Actual writing year is not stated; published in 1928. Ninth-grade-level Book Three context; exact writer grade and age unknown.

Period1919 / 1928

ScopeExcerpt coded

ProvenanceC Textbook Selected Supplement

Band statusuncalibrated

Original student excerpt

For a small sum one may stay at the camp for a week or two. We thought this arrangement would furnish some interest, so for one week we were almost cast from civilization back to the old days when the red people predominated. We learned their customs, their manner of worshiping, their prophecies, and various peculiar beliefs. We obtained many charms, beads, scrolls, and feathers.

Four consecutive sentences from the typeset theme; original spelling, punctuation, and period terminology preserved without endorsement.

Prompt and conditions

Original Unknown prompt. Original student prompt unknown. The printed themes were later used to ask readers to state each composition's thought in one sentence and identify unrelated material.

Source conditions: Source Free; unknown.
Time: Exact duration unknown. unknown
Production / archive: unknown; typeset reproduction.
Drafting: unknown; textbook describes self/class criticism generally but no retained theme history.
Population and selection: Anonymous pupil themes in a ninth-grade-level 1928 junior-high textbook; exact writer grades, ages, schools, and geography unknown. Textbook-selected instructional examples; no score or population frame.

Scorer and feedback role

Editor Or Textbook Author. Not an authenticated classroom-teacher feedback pair.

Original source classification: No original score survives. No original-assignment score survives.
Form: Later Instructional Use; not response-specific.
Revision after feedback: None survives.

Read the evidence coding

Conceptual claimA low-cost camp stay provides an immersive encounter with Indigenous lifeways.

Ideas and relationships7 coded units. Price/duration, motive, historical analogy, practices, beliefs, and objects form an experiential list.

AbstractionEmerging

Causal reasoningAnalogical

Qualification / counterargumentLimiting Almost

Evidence usePersonal Detail

OrganizationArrangement Experience Report

Sentence controlControlled

Lexical precisionSpecific But Ethnocentric

Articulation limitThe passage homogenizes people, uses reductive period labels, supplies no Indigenous voice, and leaves evidence sources unqualified.

Record T3 · 1919 / 1928

T3: Narrative

Actual writing year is not stated; published in 1928. Ninth-grade-level Book Three context; exact writer grade and age unknown.

Period1919 / 1928

ScopeExcerpt coded

ProvenanceC Textbook Selected Supplement

Band statusuncalibrated

Original student excerpt

We caught up with the leaders the next day. The last clue had said, “Go to the nearest bridge across Netcong Creek.” Tent Eight picked the wrong bridge, and by the time they found the right one we were even with them. From then on the race was neck and neck. It wasn’t until the last clue that we got ahead of them and won the treasure.

Five consecutive sentences from the typeset composition; original spelling and punctuation preserved.

Prompt and conditions

Original Unknown prompt. Original prompt unknown. The paired printed compositions were later used to ask which had been outlined and what faults followed from poor planning.

Source conditions: Source Free; unknown.
Time: Exact duration unknown. unknown
Production / archive: unknown; typeset reproduction.
Drafting: unknown; textbook describes self/class criticism generally but no retained theme history.
Population and selection: Anonymous pupil themes in a ninth-grade-level 1928 junior-high textbook; exact writer grades, ages, schools, and geography unknown. Textbook-selected instructional examples; no score or population frame.

Scorer and feedback role

Editor Or Textbook Author. Not an authenticated classroom-teacher feedback pair.

Original source classification: No original score survives. No original-assignment score survives.
Form: Later Instructional Use; not response-specific.
Revision after feedback: None survives.

Read the evidence coding

Conceptual claimRecovering from a wrong clue lets one team overtake and beat its rival.

Ideas and relationships6 coded units. Prior deficit, clue, wrong choice, recovery, even race, and final win form a chronological cause-and-recovery chain.

AbstractionConcrete

Causal reasoningMultistep

Qualification / counterargumentDelayed Reversal

Evidence usePersonal Detail

OrganizationCatchup Error Recovery Win

Sentence controlControlled

Lexical precisionSpecific

Articulation limitThe final clue’s mechanism is not explained, and ‘treasure’ depends on prior context.

These are descriptive codes, not scores. No composite or rank is calculated. The textbook asks later readers to find planning faults rather than identifying a winner, but no calibrated band evidence survives.

Record T4 · 1919 / 1928

T4: Incident Narrative

Actual writing year is not stated; published in 1928. Ninth-grade-level Book Three context; exact writer grade and age unknown.

Period1919 / 1928

ScopeExcerpt coded

ProvenanceC Textbook Selected Supplement

Band statusuncalibrated

Original student excerpt

It was a cold night in mid-October. We were in an open Cadillac bound for Bedford, a hundred miles nearer our destination. It seemed a shame to pass up such a good ride, but we had left our overcoats at home and were shivering like leaves in a breeze. We got out at Chambersburg, therefore, thanked the driver, and began wondering how we should spend the night.

Four consecutive sentences from the typeset composition; original spelling and punctuation preserved.

Prompt and conditions

Original Unknown prompt. Original prompt unknown. The printed story was later offered for criticism of focus, introduction, unity, sustained interest, and possible improvement.

Source conditions: Source Free; unknown.
Time: Exact duration unknown. unknown
Production / archive: unknown; typeset reproduction.
Drafting: unknown; textbook describes self/class criticism generally but no retained theme history.
Population and selection: Anonymous pupil themes in a ninth-grade-level 1928 junior-high textbook; exact writer grades, ages, schools, and geography unknown. Textbook-selected instructional examples; no score or population frame.

Scorer and feedback role

Editor Or Textbook Author. Not an authenticated classroom-teacher feedback pair.

Original source classification: No original score survives. No original-assignment score survives.
Form: Later Instructional Use; not response-specific.
Revision after feedback: None survives.

Read the evidence coding

Conceptual claimCold and inadequate clothing make a useful ride untenable and create a lodging problem.

Ideas and relationships7 coded units. Weather, open car, progress, opportunity cost, missing coats, physical effect, and decision form constraint-based reasoning.

AbstractionEmerging

Causal reasoningMultistep

Qualification / counterargumentWeighed Alternative

Evidence usePersonal Detail

OrganizationSetting Conflict Decision New Problem

Sentence controlControlled

Lexical precisionSpecific

Articulation limitThe trip purpose is outside the excerpt, and no alternative to leaving the car is evaluated.

These are descriptive codes, not scores. No composite or rank is calculated. The story was openly offered for later criticism, not identified as a winner; textbook selection and absent score prevent a middle-band claim.

Record T5 · 1919 / 1928

T5: Sensory Description

Actual writing year is not stated; published in 1928. Ninth-grade-level Book Three context; exact writer grade and age unknown.

Period1919 / 1928

ScopeExcerpt coded

ProvenanceC Textbook Selected Supplement

Band statusuncalibrated and likely upward-selected

Original student excerpt

Somewhere behind me a hurdy-gurdy ground out year-old dance tunes that to-day had lost their staleness and called to me to join the band of laughing children who were skipping up and down the sidewalk. A soft breeze, perfumed with the lands of the south, blew in from the ocean and caressed my face lightly. The bell in the tower rang five. People poured from the buildings.

Four consecutive sentences from the typeset theme; original spelling and punctuation preserved.

Prompt and conditions

Original Unknown prompt. Original prompt unknown. The printed theme was later used as a model of description conveying an impression through sight, hearing, and smell.

Source conditions: Source Free; unknown.
Time: Exact duration unknown. unknown
Production / archive: unknown; typeset reproduction.
Drafting: unknown; textbook describes self/class criticism generally but no retained theme history.
Population and selection: Anonymous pupil themes in a ninth-grade-level 1928 junior-high textbook; exact writer grades, ages, schools, and geography unknown. Textbook-selected instructional examples; no score or population frame.

Scorer and feedback role

Editor Or Textbook Author. Not an authenticated classroom-teacher feedback pair.

Original source classification: No original score survives. No original-assignment score survives.
Form: Later Instructional Use; not response-specific.
Revision after feedback: None survives.

Read the evidence coding

Conceptual claimSpring changes an urban park into a sensory and inviting scene.

Ideas and relationships7 coded units. Music, renewed effect, children, breeze/source, touch, time signal, and crowd are associated spatially and sensorially.

AbstractionFigurative

Causal reasoningAssociative

Qualification / counterargumentNone

Evidence useSensory Detail

OrganizationSound Air Touch Clock Crowd

Sentence controlControlled

Lexical precisionSpecific

Articulation limitStrong craft may reflect upward selection; the description offers no conceptual qualification or source use.

These are descriptive codes, not scores. No composite or rank is calculated. Selected as an instructional sensory-description model and therefore likely upward-biased; retained only as a form supplement.