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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