Status Updates From How to Write a Sentence: An...

Between Woolf and Ford, additive style of Woolf is "to render the flow and the play of consciousness adrift in the current of changing impression" - I had learnt to use this in the past, and regretting of overuse ever since. To Ford, it "the economy of the sentence - it packs so much", this I'd better learn then, repairing my often scatter train of thoughts caused by Woolf style.

Had I known this book would eventually be written, I would have skipped English class altogether! No, seriously though, it's the missing piece.

I need to read every sentence three times, good stuff.

I've changed my mind.
Stanley Fish is actually a good teacher when it comes to analyzing prose of different famous writers. Furthermore I've learnt jargon's like parataxis and syntaxis, not really necessary as the author himself states 'you don't have to learn it, but it might be useful at a cocktail party.' Aha, every piece of knowledge is valuable.

Aesthetically pleasing hardcover, content so far isn't worth 25 dollars though.

Laurence Stern, to his abuse of additive form: "a seemingly new pattern of unity; not new but as old as humanity: the organic pattern of life" and "I know there are readers in the world...who are no readers at all...because they are not trying to put things together or figure them out". There's difference between intentionally not to & incapable to be aesthetic. Prove first you're masterful enough to be condescending

Subordinating Styles and purposes:
-phrases with similar preposition: connection,completion
-Brevity: unshakable conviction, deliberate wisdom
-parenthetical: delayed progress, reflection
-piling clauses: suspending completion, avoiding final act
-succession of dependent clauses: preliminaries become direct assertions
-rhyming patterns, pairs, interplay between inner and outer, progression: inter-clause effects

"...it behooves us to know what the various styles in our repertoire are for and what they can do." - pg 35

"...the truth is that forms are the engines of creativity...prompting [students]to make moves in their writing they might not otherwise make..."-pg26