increase writing alternatives rapttlty， ]out utUc~ ettt ，~，，，，~o
~cription and narration， called styles [or convenience， are
ged so that the increase in complexity between one style
sis and the next is gradual enough not to dismay a new
r， but steep enough to remain challenging and interesting.
analysis is concluded with a brief generalized diagram o]
~ elation between the most important elements o[ the
Then follows a prewriting discussion， a chapter in length，
possibilities or problems that new writers will likely find
~t using the style.
tt the end of each analysis and prewriting discussion are
al suggested writing exercises. These are designed to en-
a new writer in discovering that stylistic structures are re-
!to thought processes and that writing in each style de-
~ts an unusual perception of the world， distinct [rom any
，. The student is encoura 4ed to write， on the ~ rd~i， c~ ， 1 f~i，
:e， both in the style he has iu.，;t [ccl;~ed m，7~i it; ;~i~ ~，~t.
to consider the causes ~ md e.[)~cct~ (~l ;he d;，~i;c~v~;cc bc
n his own style of compositiotl and other alt~，r，ati; es. The
:t is not for him to find fault with his own style but， on the
rary， [or him to begin to inquire into the relation he-
n his mental processes and his writing behavior. The as-
otion is that both his own style and the other are valid
iods o~ composition but may aim at expressing quite difJer-
~)erceptions of the world in qui;e dit]erent ways. As a new
er becomes aware of the uniqueness o[ the perceptions he
，esses in his writing， and at the same time learns how alter-
ve methods of description and narration can tw used to e.~-
s alternative kinds of perceptions， his writing skill and i，
，ctual identity can develop simultaneously.
The four styles used in this section represent such very great
ctural dif[erences that they often seem to imply completely
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