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.