Teaching Writing As Reflective Practice

by Hillocks, George; Smith, Michael W.

• ISBN13: 9780807734339
• ISBN10: 0807734330
• Format: Paperback
• Copyright: 1995-05-01
• Publisher: Teachers College Pr

Summary

George Hillocks, Jr. starts with the basic assumption that writing is at the heart of education, and provides a metatheory to respond to this question: "What is involved in the effective teaching of writing at the secondary and college freshmen levels?" The author outlines a variety of theories, explains the bridges between them, and provides a coherent theoretical basis for thinking about the teaching of writing. This concern with theory and research is offset by his attention to the practical matters of the classroom; teachers are shown how to plan activities and sequences of activities that are appropriate for students who are within Vygotsky's "zone of proximal development".

Author Biography

George Hillocks, Jr. is a professor in the Department of Education and the Department of English Language and Literature at the University of Chicago, where he is also Director of the Master of Arts in Teaching/English Program.

Table of Contents

Foreword	ix
Michael W. Smith
Acknowledgments	xiii
Introduction	xvii
A View of Writing and Students	1	(23)
The Question of Effective Teaching	3	(1)
The Nature of Writing	4	(11)
Students: Disaffected and Engaged	15	(7)
Implications for Teaching	22	(2)
Some Basics for Thinking about Teaching Writing	24	(15)
The Basics of Practice	26	(2)
The Nature of Reflective Practice	28	(9)
Life Experience and Teaching	37	(2)
Integrating Theories for Teaching Writing	39	(15)
The Paradigm split	40	(2)
Bridges in the Landscape of Knowledge	42	(9)
Examining Theory for Teaching Composition	51	(3)
Environments for Active Learning: A Vygotskian Perspective	54	(22)
Environmental and Other Modes of Teaching	55	(2)
Features of Environments for Active Learning	57	(9)
The Power of Environmental Teaching	66	(6)
A Vygotskian Perspective	72	(4)
The Composing Process: A Model	76	(20)
Elements in the Composing Process	76	(5)
Basics in the Process Model	81	(6)
Composing Processes	87	(7)
Implications for Teaching	94	(2)
The Writer's Repertoire: Inquiry and Discourse	96	(28)
Inquiry: Procedures for the Substantive	99	(11)
Discourse Knowledge	110	(7)
The Basic Structures	117	(4)
Procedural Knowledge	121	(3)
The Art of Planning I: Some Basics	124	(23)
The Coals of Planning	124	(2)
Writing Tasks in the Curriculum	126	(6)
Examining Student Performance	132	(10)
Setting Directions and Goals for Teaching	142	(5)
The Art of Planning II: Inventing Gateway Activities	147	(23)
Inventing Gateway Activities	149	(2)
From Task Analysis to Activity: The Fable	151	(4)
Personal Narrative	155	(6)
Argument	161	(9)
The Art of Planning III: Sequencing	170	(19)
Episodes in the Teaching/Learning Process	170	(6)
Principles for Sequencing	176	(11)
The Writing Curriculum	187	(2)
Reflection in Planning and Teaching	189	(22)
Reflection in Planning	191	(2)
Design and Trial of a Gateway Activity	193	(9)
Reflection in Action	202	(5)
Evaluation of a Sequence	207	(4)
A Summation	211	(8)
Appendix: A Synthesis of Research on Teaching Writing	219	(6)
Results for Mode of Instruction	221	(1)
Results for Focus of Instruction	222	(3)
References	225	(10)
Index	235	(8)
About the Author	243