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• W2617962243 abstract "Stylish Academic Writing Helen Sword Cambridge: Harvard UP, 2012. 220 pp.The Sense of Style: The Thinking Person's Guide to Writing in 21st Century Steven Pinker New York: Viking, 2014. 359 pp.The experience of reading Helen Sword's Stylish Academic Writing and Steven Pinker's The Sense of Style turned my thoughts in an unexpected direction. Until recently, I haven't taken much interest in composition scholars' aspirations to disciplinary status, preferring to conceptualize composition studies as an interdiscipline with a focus on teaching. One reason a writing teacher's career is so satisfying is that writing is by its nature generalist and interdisciplinary: like reading or thinking, it's everywhere in academia. Our theory and research are interdisciplinary as well, drawing upon ideas and research practices developed in many disciplines-rhetoric, poetics, linguistics, cultural studies, education, psychology, anthropology. I like idea of composition studies as an interdisciplinary field-a large plot of land, very fertile, continually enriched by streams flowing from neighboring fields.Both Stylish Academic Writing and The Sense of Style confirm value of interdisciplinary insights. Sword is an education researcher whose work gains authority from a carefully designed empirical study. Pinker, a cognitive scientist and psycholinguist, is at his best when he looks into minds of readers, explaining how to craft sentences that readers will process with ease. But relationship between linguistics and writing is a complicated one. Pinker's book illustrates shortcoming in my image of composition studies as a field. I've located it in a valley, where all streams flow toward us. A better image would raise our elevation a bit, so knowledge could flow both directions. The Sense of Style is an informative book and a delight to read-and it would be better if it had been informed by knowledge generated in our field, about writing and especially about how people learn to write.Style, Styles, and Teaching of StyleThe central terms in pedagogy, grammar and style, have multiple meanings. In his widely read 1985 article, Grammars, and Teaching of Grammar, Patrick Hartwell explains that term grammar is used in five ways. Grammar 1, he writes, is the grammar in our heads, intuitive knowledge of a language's rules that native speakers acquire as they grow up. Grammar 2 is scientific grammar, linguists' articulation of those rules. Grammar 3 is usage, or linguistic etiquette, set of injunctions that tells us not to use ain't, or irregardless, or affect for effect. Grammar 4, or school grammar, is incomplete and often inaccurate description of structure derived from grammar of Latin or from faux logic (as in two negatives make a positive). Finally, Grammar 5 is stylistic grammar, or grammatical terms used in interest of teaching prose Examples are Francis Christensen's generative rhetoric of sentence and Martha Kolln's rhetorical grammar, showing writers how to make rhetorically effective choices from available syntactic options (Hartwell 109-10).Composition specialists are indebted to Hartwell: we can think more clearly about grammar if we break it down and identify which meaning we have in mind at a given time. I'd argue that same is true-in spades-for style. And so, in emulation of Hartwell, let me propose a roughly parallel breakdown of style, styles, and teaching of style.* Style 1 is individual style. When we say that we admire a writer's style, we usually mean that we enjoy sound of his or her voice on page. Individual style is probably a result of humans' natural creativity, our pleasure in language play, our wish to be heard and remembered.* Style 2 is house style. Unlike Style 1, house style has little to do with individuality or play: it is, instead, a set of conventions that become regularized and quite strictly enforced by a community of writers and editors in order to ensure consistency in publications. …" @default.
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• W2617962243 date "2015-12-01" @default.
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• W2617962243 title "Cross-Disciplinary Approaches to Style" @default.
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