While Part One of this collection presented a variety of conceptions of style that were both theoretically and pedagogically informed, the essays in Part Two concentrate more on how style can be presented as a central aspect of composition in the classroom. The diversity of methods and genres offered here again assume the centrality and importance of style, regardless of the nature or the disciplinary site of pedagogical presentation. In particular, however, teachers of composition, as well as those teaching technical writing, linguistics, literature, creative writing, nonfiction, and fiction will find much of interest in this second half of the collection, given the focus on assignments, example texts, techniques for stylistic analysis, assessment, and terminology that enables increased student conceptualization of style. Also, much like the collective argument formed by Part One, these eight essays, when read together, suggest strongly that these different pedagogical sites have, in common, the potential for a pedagogically profitable incursion by style due to its centrality to composition.