Students are often expected to write with no clear model before them. Modern composition scolds traditional writing instruction as rote and unimaginative. It takes imitation to task for a lack of freedom and personal expression. And yet, effective communication from writer to reader always requires some sort of form and structure. Many of history’s greatest writers learned by imitation. In other words, writing takes the same kind of determined study as ballet or diving. Creativity uses conventional form as a stage or a springboard from which to launch grand jetés and somersaults. Too often students are expected to tackle complex writing assignments without learning the necessary intermediate steps. The assumption is that because most everyone can speak English well enough to be understood, and form letters with a pencil, that everyone should be able to write well. Yet how many of us would expect a child to sit at a piano, without piano lessons, and play a concerto? Writing is never automatic.
The Writing & Rhetoric series method employs fluent reading, careful listening, models for imitation, and progressive steps. It assumes that students learn best by reading excellent, whole-story examples of literature and by growing their skills through imitation. Each exercise is intended to impart a skill (or tool) that can be employed in all kinds of writing and speaking. The exercises are arranged from simple to more complex. What’s more, the exercises are cumulative, meaning that later exercises incorporate the skills acquired in preceding exercises. This series is a step-by-step apprenticeship in the art of writing and rhetoric.
Narrative I, the second book of twelve in the Writing & Rhetoric series, uses parable, myth, and other tales to continue the recovery of the proven method of teaching writing, using various forms of narrative to teach beginning writers the craft of writing well. This is the second in a series of twelve books that will train students over six years, starting in grades three or four and up.
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