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2018
Volume 48, Issue 2
  • ISSN: 0007-8204
  • E-ISSN: 1943-2216

Abstract

In this companion to George Hillocks’s final article, two of his students explore the “territory of literature” he maps out for teachers. We examine three claims George stakes in his territory:First, teachers and students should understand literature as a source of argument about moral and philosophical concepts; second, a sophisticated understanding of literature demands a set of explicit typologies that students can follow; and third, students need a systematic way of identifying and interpreting the effects of literary devices and rhetoric. Then we look beyond George’s article to consider additional sources and critical approaches to teaching through concepts, typologies, and a rhetoric of literature. As members of the next generation of “Hillocksian” English educators, we argue that George’s territory can be open land, home to many literary traditions and visions.

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/content/journals/10.58680/ee201627666
2016-01-01
2024-05-21
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http://instance.metastore.ingenta.com/content/journals/10.58680/ee201627666
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  • Article Type: Research Article
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