Do you interpret Hillocks’s notion of “environmental” teaching, especially in comparison to other theories we have studied
1) How, specifically, do you interpret Hillocks’s notion of “environmental” teaching, especially in comparison to other theories we have studied (such as teaching writing as a design problem or theories of writing transfer)? In your own teaching practice, do you have examples that fit his definition? What makes your examples (or his) effective?
2) Why do you think Hillocks (2005) found that “inquiry” was such an effective form of writing instruction (especially over other common types of instruction like free writing)? In other words, how could “inquiry” lead to better writing?
Answer preview to do you interpret Hillocks’s notion of “environmental” teaching, especially in comparison to other theories we have studied
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