I begin my performance with composition studies. In 1979, William Irmscher's Teaching Expository Writing addressed the need for writing texts directed to composition teachers, not students. Concerned with a lack of quality training for teachers, Irmscher advised writing instructors to avoid the "one best way" to teaching writing often taught in textbooks and training programs. In place of endorsing rigid rules for writing, Irmscher considers style's role in composition. "The words and arrangements in a particular context produce an effect that we can label style," Irmscher writes. "We produce [style] by the things we do" (130). For Irmscher, however, style's influence on good writing relies on how students construct sentences, not on what these sentences say. The content of student writing is ignored as style is reduced to syntax. Similarly, Richard Lanham's popular 1979 guide Revising Prose concerns itself solely with style. Lanham frets over the "Official Style" and "School Style" dominant in student writing. He reduces discourse to a question of prepositions, wordy sentences, and active vs passive voice. Lanham and Irmscher contrast sharply with Strunk and White's canonized Elements of Style, whose 1979 edition teaches writers to forget about style entirely and consider it as an afterthought.