Teaching Writing As Reflective Practice Integrating Theories

ISBN-10: 0807734330

ISBN-13: 9780807734339

Edition: 1995

List price: $21.95
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Book details

List price: $21.95
Copyright year: 1995
Publisher: Teachers College Press, Teachers College, Columbia University
Binding: Paperback
Pages: 264
Size: 6.25" wide x 9.00" long x 0.75" tall
Weight: 0.792
Language: English

George Hillocks, Jr. is Professor Emeritus, departments of Education and English Language and Literature, The University of Chicago. He and his MAT students have taught writing in Chicago schools for over twenty-five years. In 1997 he won the NCTE David H. Russell award for Distinguished Research in the Teaching of English for the book Teaching Writing as Reflective Practice. In 2004 he received NCTE's Distinguished Service Award.

Foreword
Acknowledgments
Introduction
A View of Writing and Students
The Question of Effective Teaching
The Nature of Writing
Students: Disaffected and Engaged
Implications for Teaching
Some Basics for Thinking about Teaching Writing
The Basics of Practice
The Nature of Reflective Practice
Life Experience and Teaching
Integrating Theories for Teaching Writing
The Paradigm Split
Bridges in the Landscape of Knowledge
Examining Theory for Teaching Composition
Environments for Active Learning: A Vygotskian Perspective
Environmental and Other Modes of Teaching
Features of Environments for Active Learning
The Power of Environmental Teaching
A Vygotskian Perspective
The Composing Process: A Model
Elements in the Composing Process
Basics in the Process Model
Composing Processes
Implications for Teaching
The Writer's Repertoire: Inquiry and Discourse
Inquiry: Procedures for the Substantive
Discourse Knowledge
The Basic Structures
Procedural Knowledge
The Art of Planning I: Some Basics
The Goals of Planning
Writing Tasks in the Curriculum
Examining Student Performance
Setting Directions and Goals for Teaching
The Art of Planning II: Inventing Gateway Activities
Inventing Gateway Activities
From Task Analysis to Activity: The Fable
Personal Narrative
Argument
The Art of Planning III: Sequencing
Episodes in the Teaching/Learning Process
Principles for Sequencing
The Writing Curriculum
Reflection in Planning and Teaching
Reflection in Planning
Design and Trial of a Gateway Activity
Reflection in Action
Evaluation of a Sequence
A Summation
A Synthesis of Research on Teaching Writing
Results for Mode of Instruction
Results for Focus of Instruction
References
Index
About the Author
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