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“Why do we write?
"To make suffering endurable
To make evil intelligible
To make justice desirable
and . . . to make love possible”
― Roger Rosenblatt, Unless It Moves the Human Heart: The Craft and Art of Writing

“...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

“...I began planning all my work this way, beginning with a concrete student objective (e.g., to write a haiku) and a detailed analysis of the task involved, including the necessary knowledge of the form, knowledge of the kinds of content, and the procedures involved in actually producing one. I began to plan in terms of the prerequisite knowledge for a task and to delay teaching until that was in place. I began inventing activities that would make initial approaches to learning tasks simpler (e.g., providing the first line of the poem) and sequencing learning activities from easy to difficult. Underneath all this planning lay the concept of inquiry...That is, I worked to set up lessons so that the students could derive and test rules, generalizations, and interpretations for themselves. Most important, I learned that what and how much students learned was dependent on my planning and my care in bringing those plans to fruition in the classroom. I would never be able to view teaching as a hit-or-miss operation again, one that was subject to the vagaries of the weather, students' moods, and other random factors out of my control. I learned that if students did not learn, on any given day, I should look for the cause in my assumptions about the learning tasks, my planning, my teaching, or all three. I suddenly was more excited about teaching English to junior high students than about my graduate work. As I look back on it now, what I had considered a disgraceful demotion was one of the most important events in my life.”
― George Hillocks Jr.