Teaching Writing as Reflective Practice Quotes

“...[T]he teaching of writing is fraught with difficulties. Teaching well, in my experience and that of my students, can be very time-consuming, demanding, frustrating, and, given institutional constraints, sometimes infuriating. It demands the recognition that, in Burns's words, 'The best laid plans of mice and men gang aft aglay.' At the same time, composition lies at the heart of education. When students make gains as writers, the gains are likely to affect other educational endeavors. And for teachers, the joy of seeing students create some new part of themselves, and do it well, washes the difficulties to insignificance and provides the impetus to try, like the Bruce's unrelenting spider, again, and again, and again.”
― George Hillocks, Teaching Writing as Reflective Practice

“Active critical reflection is necessary in every aspect of our teaching, not only in front of a class. We must try to reevaluate our own values and experiences as they relate to our teaching. Our assumptions and theories about teaching composition must remain open to inspection, evaluation, and revision, a condition that requires an active inquiry paralleling the inquiry in which we engage our students.”
― George Hillocks, Teaching Writing as Reflective Practice

“...Here we are concerned with the teaching of not just any subject, but with the direct object of the sentence: composition, about putting words together to create meanings, in the sense that a music composer puts notes together to create new music. Our problem becomes how we can provide the circumstances that promote such learning. Promote is the key word. The evidence is that learning to write in the sense of compose does not take place in the absence of appropriate environments to promote such learning.
"To create those environments, if they are to be available to all students, regardless of home environments, we need a set of theories that allow us to integrate not only the varieties of knowledge that writers need, but a theory of teaching writing that demands a combination of optimism and constant skepticism about what we do as teachers. Our integration of theories must allow us to act but, at the same time, insure our constant evaluation of each action, whether tried and true or new.”
― George Hillocks, Teaching Writing as Reflective Practice

“...[T]he inherent polysemous character of language and the necessity of interpreting language according to one's personal understandings eliminate the possibility of infusing one's sentiments directly into the mind of another. At the same time, these characteristics of language and its interpretations suggest that no text ought ever to be thought complete. We can never manage to complete our ideas, to work out their full implications, to recognize their inadequacies, or to say what 'we really meant.' Further, since anything we say can be challenged, as Graff (1992b) points out, we can never manage to meet all the possible challenges. Such an idea may seem to be an unbearable problem. But we have always lived with these conditions. We have simply ignored them.”
― George Hillocks, Teaching Writing as Reflective Practice