Virginia Tufte wrote two impressive treatments of sentence-level rhetoric, one in 1971 and the other in 2006. She sits at the fringes of composition, literature, and linguistics, seldom read and seldom cited, both then and now. In this article, I situate Tufte's sentence books amid transformational grammar and speech-act theory, her pedagogy modeling how readers and writers, teachers and students might spend time inside sentences, her books habituating us to do so.

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