This paper argues that style can be the object of language teaching in schools. Style is conceived as a certain kind of relation between form and content, which is treated as independent from the expression of subjectivity as well as from a supposed exclusive relation with art works. It is suggested that by rewriting texts in the classroom it is possible to select and highlight specific points with specific functions in each text. Examples are given of lexical anaphoric transformations in different texts, since this phenomenon is relevant for both text linguistics and discourse analysis. Working on this locus in texts shows how decisive it is for a text to produce certain meaning effects like the imposition of a point of view, the explicit referring back or the decision of the author to leave it to the reader to retrieve information from text memory.511923