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Towards Revitalization: Introducing a Dualistic Style to the First-Year-Writing Classroom

  • Angela Glotfelter York College of Pennsylvania


Scholars in the field of stylistics have recently claimed that teaching on the canon of style has gone missing in much of modern composition. For instance, in “Style: The Hidden Agenda in Composition Classes or One Reader’s Confession,” Kate Ronald admits that she feels that, although she does not explicitly teach style, she is "still rewarding and punishing [her] students for their writing styles" (197). As one of the classical canons of rhetoric, style can be a powerful tool for those students who comprehend it, but it seems that more and more students are missing out on opportunities to learn and practice style. To begin to solve the issue of how style might be revitalized in composition, this article puts forward the research question: What happens when a writing fellow attached to a section of first-year-composition introduces a dualistic style into the classroom?

Author Biography

Angela Glotfelter, York College of Pennsylvania
Angela Glotfelter graduated from York College of Pennsylvania in May 2015 with a BA in Professional Writing, and she is currently in the first year of her MA in Composition & Rhetoric at Miami University of Ohio, where her most recent interests include undergraduate research and community-based research. She considers herself a foodie and enjoys having conversations with her students about the necessity of composition teachers in the first wave of colonists to Mars.
How to Cite
GlotfelterA. (2016). Towards Revitalization: Introducing a Dualistic Style to the First-Year-Writing Classroom. Young Scholars in Writing, 13, 66-78. Retrieved from