Abstract

Style pedagogies, as many composition scholars have argued, have largely fallen out of favor in the last few decades. Those who have examined the decline have pointed to the deemphasis of the text prompted by the process movement as well as the subsequent social turn in composition studies. This article, in contrast, looks to the emergence of postmodernism and the ways in which it challenged and continues to complicate the theorizing and teaching of style. The author argues that embrace of a self-reflexive, “essayistic” voice would allow the instructor to exploit postmodernist impulses while revitalizing the teaching of style.

Journal
Rhetoric Review
Published
2017-01-02
DOI
10.1080/07350198.2017.1246016
Open Access
Closed
Topics

Citation Context

Cited by in this index (1)

  1. Teaching English in the Two-Year College

Cites in this index (4)

  1. Rhetoric Review
  2. College Composition and Communication
  3. College English
  4. Rhetoric Review
Also cites 13 works outside this index ↓
  1. 10.2199/jjsca.16.494
    JAC: Rhetoric, Writing, Culture, Politics  
  2. 10.2307/377329
  3. Academic Discourse and Critical Consciousness
  4. Out of Style: Reanimating Stylistic Study in Composition and Rhetoric
  5. 10.2307/358546
  6. Composition-Rhetoric: Backgrounds, Theory, and Pedagogy
  7. 10.2307/357717
  8. 10.2307/357931
  9. 10.2307/375906
  10. 10.2307/354877
  11. 10.2307/358772
  12. 10.1353/par.2003.0005
  13. 10.2307/356552
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