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Literary Texts in Classrooms by George Hillocks, Jr. - 1989If 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. To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below: | This article originally appeared as NSSE Yearbook Vol 88, No. 1. |
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- 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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