Through meta-analysis of research regarding writing tasks and instruction in the high school classroom, George Hillocks Jr., an English Professor at the University of Chicago, compiled the most common and effective themes of teaching composition. In the following sections we explain the modes of instruction and apply them to applicable classroom practices.
Presentation Mode:
Hillocks (1984) discovered that the presentational mode was the most common instructional mode found in classrooms. It can be explained as:
(1) relatively clear and specific objectives, such as to use particular rhetorical techniques; (2) lecture and teacher-led discussion dealing with concepts to be learned and applied; (3) the study of models and other materials that explain and illustrate the concept; (4) specific assignments or exercises that generally involve imitating a pattern or following rules that have been previously discussed; and (5) feedback coming primarily from teachers (pg.143)
In this mode, the teachers are the primary source of information. According to Hillocks (1984) the presentational mode is the least effective when trying to teach successful writing.
Natural Process Mode:
Natural process mode can be explained as:
(1) generalized objectives, such as to increase fluency and skill in writing; (2) free writing about whatever interests the students in a journal or as a way of "exploring a subject"; (3) writing for audiences of peers; (4) generally positive feedback from peers; (5) opportunities to revise and rework writing; and (6) high levels of interaction among students. (Hillocks, 1984, pg.143)
This instructional mode considers the teacher to not be a source of information but rather a "facilitator" of the learning. In this mode, teachers would guide conversation and let the students follow their own thought processes and therefore avoid "models of writing" (Hillocks, 1984). To succeed in this environment, a positive classroom atmosphere and willingness to converse is a must.
Hillocks (1984) described this mode not as the overall best, but at least fifty percent more effective than the presentation mode.
Environmental Mode:
According to Hillocks (1984) the environmental mode is the most effective mode of instruction. This mode can be explained as:
(1) clear and specific objectives, such as to increase the use of specific detail and figurative language; (2) materials and problems selected to engage students with each other in specifiable processes important to some particular aspect of writing and; (3) activities, such as small group problem-centered discussions, conducive to high levels of peer interaction concerning specific tasks (pg.144).
Teachers in this mode minimize lecture and teacher-led discussion and if necessary only provide brief introductory lectures. While this mode can place emphasis on student-led discussion and discovery like the natural mode, this mode is more effective because it includes specific activities and tasks designed to enhance student writing skills. Ultimately, teachers using the environmental mode of instruction will utilize the most resources as well.