George Hillocks (1934–2014)

Autore di Teaching Argument Writing, Grades 6-12: Supporting Claims with Relevant Evidence and Clear Reasoning

13+ opere 181 membri 2 recensioni

Sull'Autore

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.

Comprende i nomi: George Jr. Hillocks, Hillocks George Jnr., George (editor) Hillocks Jr., Jr Edited By George Hillocks

Opere di George Hillocks

Popolari Recenti

Teaching Argument Writing, Grades 6-12: Supporting Claims with Relevant Evidence and Clear Reasoning (2011) 53 copie

Teaching Writing As Reflective Practice: Integrating Theories (1995) 39 copie

Research on Written Composition (1986) 24 copie

Ways of Thinking, Ways of Teaching (1999) 17 copie

Narrative Writing: Learning a New Model for Teaching (2006) 13 copie

The Testing Trap: How State Writing Assessments Control Learning (2002) 12 copie

The Last Laugh (original title: Cutlass & Rapier) (1974) 12 copie

The English curriculum under fire : what are the real basics? (1982) 4 copie

The dynamics of English instruction;: Grades 7-12 (1971) 2 copie

Alternatives in English: a critical appraisal of elective programs 2 copie

An Evaluation of project Apex: A nongraded phase-elective English program 1 copia

Observing and Writing (1975) 1 copia

Research on written composition : new directions for teaching / George Hillocks, Jr. Volume v.2 1986 [Leather Bound] 1 copia

Esplora le opere

Opere correlate

Transforming Talk into Text--Argument Writing, Inquiry, and Discussion, Grades 6-12 (Language and Literacy) (2014) — Prefazione — 11 copie

Etichette

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Informazioni generali

Data di nascita: 1934
Data di morte: 2014
Sesso: male
Nazionalità: USA
Nazione (per mappa): USA
Luogo di nascita: Cleveland, Ohio, USA
Luogo di morte: Chicago, Illinois, USA
Attività lavorative: education professor, University of Chicago

Utenti

Recensioni

Teaching Argument Writing, Grades 6-12: Supporting… di George Hillocks Jr

Why is it that so many of these kinds of books devolve into irrelevance? I'm interested in developing a unit on argumentation for high school students. This book looked like a promising companion to Gerald Graff and Cathy Birkentstein's "They Say/I Say": The Moves that Matter in Academic Writing, so I bought it immediately. Indeed, the book begins with a helpful but far too brief exposition of Stephen E. Toulmin's logic of argumentation (which Professor Toulmin explains in his book The Uses of Argumentation), but then quickly goes downhill.

In the end, fully one-third of this book consists of transcripts of student conversations, presumably, but not particularly demonstratively, meant to show how classroom discussions lead to postulating arguments.

Alas, nothing of the sort occurs, and the reader is left with a mish-mash of ideas, none of which cohere to each other. My advice? If you want to learn something about argumentation, or the teaching of it, leave this waste of paper and time of a book alone, and go straight to Stephen E. Toulmin or Gerald Graff and Cathy Birkenstein,… (altro)

Segnalato

Mark_Feltskog | Dec 23, 2023 |

Teaching Writing As Reflective Practice: Integrating… di George Hillocks

I think this book was probably very forward-thinking for its time (~20 years ago), but composition theory has moved onwards. Despite a great deal of discussion of content literacy and "inquiry" as important approaches to writing instruction, I did not find any references to one major source of content -- the library.

Segnalato

BenTreat | Feb 25, 2012 |

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