WorldCat Identities

Hillocks, George Jr 1934-

Works: 26 works in 98 publications in 2 languages and 6,032 library holdings
Genres: Conference papers and proceedings  Interviews  Satirical literature  Abstracts 
Roles: Author, Editor
Publication Timeline
Most widely held works by George Hillocks
The testing trap : how state writing assessments control learning by George Hillocks( Book )

8 editions published in 2002 in English and German and held by 1,607 WorldCat member libraries worldwide

Through interviews with over 300 teachers and administrators, Hillocks examines whether state writing tests in Illinois, Kentucky, Oregon, New York, and Texas actually improve students' ability to express their thinking in writing. Ultimately, Hillocks argues that the majority of existing tests actually have a harmful effect on the way students are taught to write. Hillocks demonstrates how the structure of assessment is actually responsible for the low level of thinking encouraged and reinforced in American classrooms. It is his contention that although politicians call for excellence, the tests that they create, and the formulaic writing they accept as passing, actually point to mediocrity as their true aim. In this way, political objectives are easily achieved but our children suffer the consequences. In addition to providing analyses of assessments that do not encourage good writing, The testing trap contrasts them to those that do. Concluding with practical procedures for examining and evaluating writing assessments, this book is a provocative and essential read for administrators, teachers, policymakers, parents, and all who care about the education of our children
Ways of thinking, ways of teaching by George Hillocks( )

10 editions published between 1998 and 1999 in English and held by 1,086 WorldCat member libraries worldwide

Research on written composition : new directions for teaching by George Hillocks( Book )

18 editions published between 1986 and 1988 in English and Undetermined and held by 721 WorldCat member libraries worldwide

Reflecting changes in the focus and methodology of writing research over the past 20 years, this book provides a meta-analysis of studies on teaching approaches and focuses on composition instruction at the elementary, secondary, and college levels. The first chapter of the book examines general studies of the composing process, studies of process in classrooms, and studies of planning, production factors, revision, and writing apprehension. Summaries of the limitations and key findings of the research on process are included. The second chapter explores research on the repertoire of lexical, syntactic, or rhetorical forms which writers call upon in their writing. The third chapter examines criticisms of experimental studies and the difficulties in doing them, then explains the techniques used in the meta-analysis of such studies, the selection of studies, and the variables examined. The next four chapters analyze the studies in the areas of modes of instruction, grammar and the manipulation of syntax, criteria for better writing, and invention. The eighth chapter presents the results of the meta-analysis for the dimensions examined: grade level, duration of treatment, mode of instruction, focus of instruction, revision, and feedback. The final chapter discusses the compatibility of results of treatment or method studies with those of processes studies, and offers recommendations for future research. (Hth)
The English curriculum under fire : what are the real basics? by George Hillocks( Book )

5 editions published in 1982 in English and held by 619 WorldCat member libraries worldwide

Addressing the wave of public criticism of the English curriculum, the six articles in this book cite "basics" that are far different from those of the current "back to basics" movement. The first article surveys the nature of the curriculum attacks and suggests why English teachers may be more vulnerable to public criticism than members of other professions, and the second article addresses the essential question of why English teachers teach, defining rhetoric as the center of the language arts and of individual freedom. The third article examines the cry for basics in the teaching of writing and offers four neglected "touchstones" that could improve writing instruction, while the fourth article considers reasons why writing is so difficult for some and offers recommendations for instruction that are useful to both teachers and curriculum designers. The fifth article reviews two of the attempts to return to educational basics since the 1950s, "reexcavating" foundations that reveal the education of the literary imagination as an essential basic to morality and understanding, growth and awareness. The final essay illustrates the unconscious processes, often mistaken for misreadings, that allow children to make reading a deeply personal experience. (Hth)
Teaching writing as reflective practice by George Hillocks( Book )

8 editions published in 1995 in English and Undetermined and held by 563 WorldCat member libraries worldwide

This work begins with the assumption that writing is at the heart of education and then provides a meta-theory to respond to the question: what is involved in the effective teaching of writing at the secondary and first-year undergraduate level?
The dynamics of English instruction; grades 7-12 by George Hillocks( Book )

4 editions published in 1971 in English and held by 365 WorldCat member libraries worldwide

This curriculum guide to English instruction in grades seven through twelve moves from discussions of theory to discussions of practice. Section I deals with various aspects of planning and classroom operation from an examination of English as a subject of study to basic rationales for deciding what to teach and methods for evaluating instruction. Sections ii, iii, and iv, on teaching literature, language, and composition, examine traditions in each area and philosophical and theoretical ideas underlying specific suggestions about instruction. Several fully developed instructional units, which are intended as models for the creation of other units, are also included. Most of these units suggest a specific grade level, but some may be used at any one of several grade levels. The book may be approached through either the specific instructional materials or the theoretical chapters, but the writers suggest that the two sections eventually be related to one another. An index is included. (Author/DI)
Alternatives in English: a critical appraisal of elective programs by George Hillocks( Book )

7 editions published in 1972 in English and held by 261 WorldCat member libraries worldwide

An appraisal of elective programs in the English curricula of American high schools during the last decade is presented. Elective courses are defined as programs at one or more grade levels which allow students to choose courses that appeal to them from a wide variety of offerings. The study is based on data from over 100 programs in 37 states. The examination proceeds from a discussion of the rationales for these programs to examinations of program structures, patterns of course offerings, course designs, methods and results of evaluation. It concludes with a discussion of some of the important problems and promises of elective programs. A bibliography; a list of schools contributing program guides, questionnaire responses and/or other materials; a list of schools to contact for information about their elective programs; and a copy of the questionnaire that was sent to the department chairmen participating in the study are also included. (Author/DI)
Observing and writing by George Hillocks( Book )

6 editions published between 1975 and 1980 in English and held by 226 WorldCat member libraries worldwide

Experience in teaching composition at every level, from seventh grade to advanced writing courses intended for college sophomores, reveals one common problem--lack of specificity. Hillocks discusses this problem and suggests that it can be surmounted by involving students in the process of observing, encouraging them to draw inferences from their observations, and helping them to develop the sense of audience and critical awareness that comes with having students read, listen to, and comment on each other's writing. Fifteen activities designed to increase the students' power as observers and recorders of sensory experience are described. (Jm)
Narrative writing : learning a new model for teaching by George Hillocks( Book )

2 editions published in 2007 in English and held by 200 WorldCat member libraries worldwide

Teaching argument writing, grades 6-12 : supporting claims with relevant evidence and clear reasoning by George Hillocks( Book )

2 editions published in 2011 in English and held by 165 WorldCat member libraries worldwide

Offers teaching strategies and resources to instruct sixth- through twelfth-graders on how to prepare and write strong arguments and evaluate the arguments of others, providing step-by-step guidance on arguments of fact, judgment, and policy, and including advice to help students understand how judgments get made in the real world, how to develop and support criteria for an argument, and related topics
Classroom practices in teaching English, 1965-66; a third report by NCTE Committee to Report Promising Practices in the Teaching of English( Book )

3 editions published in 1965 in English and held by 58 WorldCat member libraries worldwide

Transforming talk into text : argument writing, inquiry, and discussion, grades 6-12 by Thomas M McCann( )

2 editions published in 2014 in English and held by 47 WorldCat member libraries worldwide

Patterns and models for teaching English 1964 : a report of the NCTE Committee to Report Promising Practices in the Teaching of English by Michael F Shugrue( Book )

3 editions published in 1964 in English and held by 35 WorldCat member libraries worldwide

This collection of 15 descriptions of teaching practices was designed to aid classroom teachers and to inform curriculum supervisors, administrators, and the general public of the wide range and complexity of activities within the profession. Two articles emphasize the place of linguistics in the classroom and clarify some of the problems of traditional grammar. The three articles on literature cover Kenneth Burke's dramatistic elements, the theme-concept unit in literature, and a literature program for summer schools. The section on composition deals with the place of linguistics in composition, with revising themes, and with grading by records. Three articles cover teacher education and training, and the final four articles deal with curriculum development: reading in junior high schools, seminars for talented rural youth, research and development in the teaching of English, and ways of developing interdisciplinary seminars. (Lh)
The last laugh : a collection of satire( Book )

3 editions published between 1974 and 1977 in English and held by 28 WorldCat member libraries worldwide

Cutlass & rapier : a collection of satire by George Hillocks( Book )

2 editions published between 1974 and 1984 in English and held by 22 WorldCat member libraries worldwide

Satire : student log by George Hillocks( Book )

2 editions published in 1974 in English and held by 7 WorldCat member libraries worldwide

An Evaluation of project Apex : a nongraded phase-elective English program by George Hillocks( Book )

3 editions published in 1971 in English and held by 7 WorldCat member libraries worldwide

Project Apex, an expeimental elective English curriculum at Trenton (Michigan) High School, is evaluated. The evaluation compares the Trenton program with those of two control schools of fairly similar size and located in communities of approximately the same social and economic backgrounds. The evaluation procedure consists of various achievement tests, and extensive attitude questionnaire, student interviews, and a method of classroom observation with which the kind and degree of student participation in the classes are measured. Results of the evaluation show that: (1) the Trenton faculty is more experienced and shows greater involvement in professional activities; (2) the Trenton program is elective, whereas the programs of the controls are essentially standard and required; (3) the Trenton curriculum document is more extensively developed than are those of the controls; (4) the Trenton students respond to materials and problems on their own initiative more frequently than do the students in the control schools, and they also respond to each other more often; (5) there are no great differences in achievement among the schools on standardized tests, but it appears that the Trenton students learned many things that are not measurable by traditional achievement tests; their attitudes were considerabley more positive than those of the control students. (Db)
Classroom practices in teaching English, 1965-66 : a third report of the NCTE Committee on Promising Practices by NCTE Committee to Report Promising Practices in the Teaching of English( Book )

1 edition published in 1956 in English and held by 4 WorldCat member libraries worldwide

Approaches to meaning : a basis for a literature curriculum by George Hillocks( Book )

2 editions published in 1964 in English and held by 2 WorldCat member libraries worldwide

To develop students' abilities in independent literary interpretation and thus to foster in them a deeper enjoyment and appreciation of literature, teachers should attempt to impart an understanding of three basic structural areas in literature. The first of these is an awareness of man in relation to his physical, social, and cultural environment--how characters are affected by and how they react to the obvious and subtle factors present in their surroundings. The second area is an understanding of the various levels of meaning in a work, from the simplest level of plot, to the devices and techniques employed to express tone, symbolic meaning and theme. Finally, a familiarity with form and genre--specifically, an appreciation of how the artist selects and structures the events and ideas he wishes to convey--is essential for increasing the students' analytical literary expertise. (Mf)
A comprehensive program in English for the 7th, 8th and 9th grade : literature, language and composition : for honors students and average students by George Hillocks( Book )

1 edition published in 1963 in English and held by 2 WorldCat member libraries worldwide

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Audience level: 0.23 (from 0.12 for The testin ... to 0.81 for Approaches ...)

The testing trap : how state writing assessments control learning
Ways of thinking, ways of teachingTeaching writing as reflective practiceNarrative writing : learning a new model for teachingTeaching argument writing, grades 6-12 : supporting claims with relevant evidence and clear reasoning
Alternative Names
George Hillocks, Jr American academic

George Hillocks mlajši

Hillocks, George

Hillocks, George Jr

جورج هیلکس

English (89)

German (1)