Skip to content
Volume 48, Issue 2
  • ISSN: 0007-8204
  • E-ISSN: 1943-2216


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.


Article metrics loading...

Loading full text...

Full text loading...
  • Article Type: Research Article
This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error