So, You Want to Write a Primer

A "primer" is a small introductory book used to teach people who know little to nothing about a subject.  It's commonly limited to the first textbook for children learning to read, but often the word is co-opted to suggest that basic information will be given about a subject.  The thing to note is that a primer is used for interactive purposes, in a classroom.  The teacher gives the student the primer, asks for it to be read, and then elements of the primer are discussed in class.

When writing a primer on a given subject, focus on the process; do NOT make personal judgments.  Take time to explain the learning process and do not require the reader to be a polished expert once they've read the primer.  Teach the basic terms.  Sketch the general process from beginning to end.  Give common examples that challenge or deviate from the expected process.  Provide some information regarding how success in the activity is defined.

Now, let's discuss specific applications of this to D&D.

Take a minute and write down one or two basic assumptions you have about how people learn to play D&D.

What sort of people play D&D?  How much general basic education is required?  How old should a person be?  Are games for young people similar to those for older people?

What is the purpose of the game in terms of its process?  Avoid discussing personal accounts of what it means to them, specifically.

What roles do the participants fulfill?  What are each supposed to do in order for the game to be played?

What counts as "play"?  What counts as filling time between play?  Once play is defined, how does the tangible reward system for play work?  Avoid discussing things that do not have a physical presence.

Describe some of the places and events that are likely to take place in a D&D game.  Describe what purpose these things fulfill as regards the game.  Discuss strategies regarding how these things are played well.  Draft out some situations and give examples of play that would ordinarily be expected.

Divide the game into processes, ie., equipping the party, combat, role-playing with NPCs, character creation, tangible advancement and improvement.  Give outlines for each and then give assignments for the reader to "try," to see if the reader can perform the process described.

Explain how, then ask the reader to invent imaginary things related to the game, including those things already discussed.  Examples would be inventing a dungeon room, a dungeon map, and outdoor map, both a player and a non-player character, a game map, a strategy for four PCs to attack eight goblins, negotiating for information, searching an area, etc.  Suggest methods for how the reader could successfully approach these things without giving the player instructions on what to do exactly.

Define rules the reader should be familiar with, concentraing on those related to process.  Explain the game's etiquette.

Provide a general description of a fictional session, from beginning of the session to its end, using no more than 500 words.

Provide a general description of a five session campaign, with what events occurred in what sessions, using no more than 1,000 words.

Ask the reader to write out their own version what they think a session or a campaign of their own might be like.  Do not expect accuracy or express a judgment.  Identify misunderstandings and make notes for what to address in a classroom setting.

Define a rubric that gives the reader a comprehension of what equates as "good play" vs. "bad play."  Base this rubric upon a specific practical evaluation of the reader's ability to manage the game's process.  Exempt any rubric based upon the reader's enjoyment or personal view of the game.  These cannot be taught.

Encourage the reader to find companions to play with.