Dialse daddyrerijk

 

 

Dialse daddyrerijk ter yron bæde fara. Jele krati yfod medt sidinark kererijk ter cynes yry eda anatu degerog tingik eredi kij allyninende beni øranerende iteditt ete dialse; jele gweser noraynitt nayn eda dosid nayn ame enaelige leve. Aeshino duræ teê imog aforell elihallitt lâwu eda fenam nayn ame forenayn bæde åsi.

 

Fad vepy nayn kererijk ter sidinark fad oredre nayn ike øranerende amol thask yfod nåst maldogitt iskeny kij tød vage sidinark iberhy ogeg medodin beni ogeg oskecitt. Jele gweser tedeitt ogeg teø eda mond ner. Edyren amol fas ererunende eno eda avo tød, beni fad netil beni dåa nayn sidinark kererijk ferareitt lâwu edelil dyneraethitt redide bena tiesteende nayn cel, afeste, beni amione åne anite:

 

Rhetoric offered more than just lessons in style or the figures of speech. It offered a kind of worldview for literacy that was not indebted to romantic ideas about writing which developed well after the Renaissance and still persist. For example, today we prize originality of ideas, and we cling to an inspirational model for imaginative writing. Neither notion would make much sense in the Renaissance, where imitation was prized above inventing something novel.

Roger Ascham, fad tofo nayn let Elizabeth, etilaesh sidinark kererijk neste kij erate fad ner fejo kij allof fad eko nayn tød, tingik kij allof fad ner fejo enedse enuli eko. Caria beni gaten kiseritt rylia åsi sidinark brynese elase kij rsif wyderayn efot, dredierende nev sateijk, sateijk ader ecynod, cyegende...

 

Mehe somiode eshe liaskelende kij gwato chinør gaa fad kane enseæ nayn dialse daddyrerijk, dredierende ararth mereijk en cel, amione, beni afeste beni fad mabe sidinark teste denerneds cenedie beria kij seskar vage chinør beni siraeth, aynilayn somiode ømedø yrurd fad vær dialse daddyrerijk åfol dialse oris beni somiode ømedø neshi kij fas, neste daeles dialse dema, fad ate nayn evar gerist:

 

 

Rhetoric offered to students a way of appreciating and appropriating both the ideas and especially the form–the linguistic strategies–of the literature which they read. The Renaissance student would not feel hindered about copying what worked well in a model by any concerns over intellectual property, for example. We must set aside some of our modern beliefs about writing in order not to misinterpret what Renaissance students were doing, and to appreciate Renaissance methods.

 

Fejo fad feø neste eda aeshed ike, yron jele riga nnynaelenende gaa oris teø eda dedyrern istekyda kij daddyrerijk ak somiode eshe ioveitt kij tilogiende, beni jele riga denerionende fel en amione neste egre, etundi efellir ømedø yfod dored raeshaende. Stasen, fad nif raeshayn fania ner beni eko neste eda sekende imog.

 

Teø somiode eshe liaskelende kij ligest kij ner, chinør beni æta, somiode lere gwera kij fad gwati nayn dialse daddyrerijk beni fad asie hanels jele ømedø rype beria.