Feedback about style occurs in a power, or assessive, context, initiated by a teacher to students. That is, like the opening scene of this article, our
feedback process is often private or interpersonal, and this choice means we are not able to benefit from the diverse perspectives present in our classrooms. But when teachers share their impression of a particular micro feature, and allow the impression to circulate in a whole classroom environment, we learn to reflect on the limits and possibilities of bringing our impressions of style out into the open, alongside our students.

Doors are transitions. They can be open, closed, slightly ajar, locked, removed, or forced open. Since doors enable locational transitions, they are an apt symbol for how our postmodern identities participate in locational choices. I choose the door because a door is a situational, emplaced image (Middleton et al. 2015). While a door certainly can facilitate a crossing over, often, a door is locked.

Fearing that I was internalizing these disempowering messages, I thought about my resources and commitments.