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Literary Texts in Classrooms


by George Hillocks, Jr. — 1989

If we value literature as a unique way of knowing and if we wish our students power to respond to literary texts above the level of greeting card verse, then we need to ask some hard questions about the nature and effect of instruction in literature. To contribute to that process, the remainder of this paper will examine what appears to be a standard pattern of instruction in literature and an alternative to it.


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This article originally appeared as NSSE Yearbook Vol 88, No. 1.


Cite This Article as: Teachers College Record Volume 90 Number 5, 1989, p. 135-158
http://www.tcrecord.org ID Number: 18932, Date Accessed: 12/15/2017 10:42:42 AM

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About the Author
  • George Hillocks, Jr.
    University of Chicago
    E-mail Author
    GEORGE HILLOCKS, JR. is a Professor in the Departments of Education and English Language and Literature at the University of Chicago.
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