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