From Theory to Praxis: Style, Dualism, and the Composition Classroom

Abstract

Style, as a workable pedagogy, remains elusive to scholars, not for its lack of a definition, but because it seems to evoke a myriad of individual definitions. Further investigation into style literature reveals a gap between the theory of style and the practice of style, as no current essays investigate teacher's classroom practice regarding style. To bridge that gap, Oklahoma State University composition instructors were asked to complete a survey that addressed their definition, methodology, and assessment of style. Overwhelmingly, their response in each of these areas illustrates that their pedagogy is dualistic in nature, namely because it allows for style to remain identifiable, teachable, and applicable. Although these instructors approach style dualistically, this study reveals a vast amount of variation exists under the dualism umbrella, variation that should addressed in composition pedagogy courses. Finally, future work will combine dualistic, form-based approaches with monistic, voice based approaches to provide students with a rhetorical aim, as well as an expressive one.