"An important contribution to fostering effective learning environments for the teaching of writing."

–Journal of Adolescent and Adult Literacy

"Hillocks’ book is an impressive accomplishment and a lovely read as well, offering readers a complicated and humane picture of what it means to teach writing."

–Journal of Curriculum Studies

"An important contribution to the field."

–Journal of Literacy Research

"An important one to those in the profession concerned with reflective practice in the teaching of writing."

–English Journal

George Hillocks, Jr. starts with the basic assumption that writing is at the heart of education, and provides a metatheory to respond to this question: "What is involved in the effective teaching of writing at the secondary and college freshmen levels?"

The author outlines a variety of theories, explains the bridges between them, and provides a coherent theoretical basis for thinking about the teaching of writing. This concern with theory and research is offset by his attention to the practical matters of the classroom; teachers are shown how to plan activities and sequences of activities that are appropriate for students who are within Vygotsky’s "zone of proximal development".