This Element explores connections between pedagogy and emotion in the teaching of stylistics in higher education. Grounded in qualitative analysis of interviews with five experienced stylisticians, it examines how practitioners perceive the value of emotion, how students' emotional responses are facilitated in stylistics, and the pedagogical affordances offered by emotion. After situating the study in relation to wider research on the teaching of stylistics and the role of emotion in language and literature education, key themes relating to the importance of emotion in shaping pedagogical practice and student learning in stylistics are identified and explored. The analysis presented here demonstrates that emotion plays a vital role in stylistics pedagogy. Subsequently, the Element draws on this analysis to offer pedagogical strategies for practically integrating emotion in productive ways in stylistics teaching. In doing so, this Element exemplifies the importance of recognising emotion as integral to stylistics pedagogy in higher education.
