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A GENERAL APPROACH to the teaching of style can embrace any number of pedagogical tasks and obligations. There are three tasks, however, that seem obligatory: (1) making the teaching of style significant and relevant for our students, (2) revealing style as a measurable and viable subject matter, and (3) making style believable and real as a result of our own stylistic practices. These are all sine qua non, and to neglect them, one or all, is to do our discipline a disservice. They are not the only tasks involved in teaching style, of course, but they are the underlying concerns in all our particular classroom procedures. A discussion of these three tasks-the
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A GENERAL APPROACH to the teaching of style can embrace any number of pedagogical tasks and obligations. There are three tasks, however, that seem obligatory: (1) making the teaching of style significant and relevant for our students, (2) revealing style as a measurable and viable subject matter, and (3) making style believable and real as a result of our own stylistic practices. These are all sine qua non, and to neglect them, one or all, is to do our discipline a disservice. They are not the only tasks involved in teaching style, of course, but they are the underlying concerns in all our particular classroom procedures. A discussion of these three tasks-the
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