The Art of Styling Sentences: 20 Patterns for Success [Paperback]

Marie L. Waddell (Author), Robert M. Esch (Author), Roberta R. Walker (Author)

Product Details

• Paperback: 174 pages
• Publisher: Barrons Educational Series Inc; 3rd edition (August 1993)
• Language: English
• ISBN-10: 0812014480
• ISBN-13: 978-0812014488
• Product Dimensions: 8.9 x 6 x 0.8 inches
• Shipping Weight: 10.4 ounces
• Average Customer Review: 4.3 out of 5 stars  See all reviews (7 customer reviews)
• Amazon Best Sellers Rank: #510,495 in Books (See Top 100 in Books)

Customer Reviews

Most Helpful Customer Reviews

37 of 37 people found the following review helpful:

5.0 out of 5 stars A Simple, Practical, Powerful Manual, November 15, 1996

By A Customer

This review is from: The Art of Styling Sentences: 20 Patterns for Success (Paperback)

There are two types of books on writing: theoretical and practical. While the former is necessary -- and in many cases quite good -- the latter is what gets down to the nuts and bolts of writing. "The Art of Styling Sentences" is such a book.

The book is grouped around 20 different sentence patterns: "Compound Sentence: semicolon, no conjunction" and "A variation: same word repeated in parallel structure" are but two examples. Each pattern is dissected, analyzed, and the reader is given several exercises to practice. Grammar rules are stressed (comma around an appositive, don't you know), and multiple variations on each pattern are offered.

Sound dry? Maybe just a bit. But I promise your writing will improve almost immediately. I read it several years ago, and today I can't imagine what I would do without the sentence forms I learned from this book.

"The Art of Styling Sentences" isn't a glamour book. It doesn't fill your head with enticing images of literary glory. But it's a simple, practical, down-to-earth guide on how to write better, cleaner, and with more impact. On my desk, I have four books that I consider indispensable to the craft of writing. "The Art of Styling Sentences" is one of them

29 of 31 people found the following review helpful:

5.0 out of 5 stars Marvelous primer, style guide and grammar refresher, August 21, 1999

By 

Timothy Daiss, M.A. (Metro-Manila, Philippines (Atlanta, GA USA)) - See all my reviews

This review is from: The Art of Styling Sentences: 20 Patterns for Success (Paperback)

I agree entirely with the comments of the previous interviewer. This book is one of a kind! I first read it, worked its examples and exercises, and devoured it in 1994 when I decided to take my writing abmitions seriously. This non-pretentious book honed my skills and solidified my style.

Five years later my first book is being published and I am working regularly as a free lance reporter and writer. The lessons learned form "The Art of Styling Sentences" carried me through the birthing of my writing career and are still with me. I just finished reading it for the second time and when I feel my powers of writing persausion slipping, I get it out and work some of the exercises. I keep it on my reference shelf next to my my dictionary, thesaurus, and "Chicago Manual of Style." For me there is no substitute. Writers young and old, published and unpublished buy a copy, read it, burn it into your brain and reap the rewards.

17 of 18 people found the following review helpful:

3.0 out of 5 stars Recommended, but just barely, March 8, 2002

By A Customer

This review is from: The Art of Styling Sentences: 20 Patterns for Success (Paperback)

The authors deserve credit for having the right idea. Imitation is an efficient way to teach writing. However, even though _Styling_Sentences_ has some good tips and will help any young writer to improve, on the whole, it is incomplete, largely because of the authors' own incomplete understanding of syntax. The idea that writing consists of taking an S-V-O "kernel sentence" and elaborating it is fine, but weak. It's too simple. More useful for students is to learn the sentence in terms of its and its clauses' functions: purpose, concession, proviso, etc.--all the things students used to learn from Latin. After that, one can add modifiers and appositives and begin discussing the artful placement of all these pieces. That's not what this book does, though; it foregoes a functional analysis of sentence patterns for a purely formal one. Where style is a matter of form, this approach succeeds. The section on ordering a series is one such example, and in it the authors do an excellent job of showing writers how to avoid monotony. Likewise, the treatment of punctuation is done well, driving home the subtle differences between the comma, dash, and parentheses. Also good, but not exactly great, are the sections on modifier placement and repetition of key terms. But the final section, on "assorted patterns," is an eclectic and hardly exhaustive mix of sentence types where the authors' lack of organizational principle shows up most clearly. In that section another problem with this book becomes obvious: sometimes sentence patterns can't be studied without considering overarching rhetorical strategies. To learn that subject, I strongly recommend _Style:_10_Lessons_, by Wright. _Styling_Sentences_ will probably be more useful to you if read as a supplement to that book.

_Styling_ has some other minor flaws. The diagrams, created on a word processor, are poorly drawn and confusing. The authors' decision to label the sentence patterns by number seems to me to add a needless and arbitary layer of complexity. I shudder at the thought of students analyzing papers in this way: "Here you use a #9a, followed by a #6...." Far easier to use, and certainly easier to remember, would be simple descriptive names. If teachers need something shorter for marking papers, they could just abbreviate. Finally, some of the authors' explanations are simply bad. Likening a comma to a "hiccup" is misleading (a hiccup is nothing like the short, natural pause in speech a comma represents), and look at how they explain the absolute construction or the difference between periodic and loose sentences. Moments like those convince me that the authors, for professors of English, are not very well schooled in traditional grammar and syntax, and need to get their book to a grammarian quickly for a drastic overhaul.