Revolution Lullabye

January 18, 2012

Pytlik and Liggett, Preparing College Teachers of Writing

Pytlik, Betsy P. and Sarah Liggett. Preparing College Teachers of Writing: Histories, Theories, Programs, Practices. New York: Oxford, 2002.

This edited collection brings together a wide variety of essays centered on the preparation of college teachers of writing (specifically focused on TAs.) They discuss what teachers of writing need to know about writing and what kinds of structures help support them in their learning about composition theories and practices. The collection is organized into four sections, addressing these questions: “What are the historical contexts for TA preparation programs? What theories inform TA preparation programs? How are successful TA programs structured? What teaching practices have proven effective in preparing TAs for college writing classrooms?”

The editors do not argue for best practices; rather, they insist that TA preparation must be dynamic to local needs and constraints.

Fulkerson, Richard. “Preface: Preparing the Professors.” xi-xiv

In the preface (“Preparing the Professors”), Richard Fulkerson notes that recent trends in teacher preparation share three common practices or concepts: the idea of teaching as a reflective practice, the role of mentoring in teacher preparation, and the creation and use of teaching portfolios as representation of a teacher’s practice and development.

Quotes

reflection has its roots in Dewey, Donald Schon – “It is an activity characterized by the conscious and conscientious attention of a prepared practicioner, rather than the essential mindlessness of a trained organism. As such it absolutely demands the use of writing as a tool.” (xiii)

Notes

sources to get:

Schon Educating the Reflective Practicioner

essays to look at in this collection:

Weiser, Irwin. “When Teaching Assistants Teach Teaching Assistants How to Teach” – looks at Purdue’s 30-year-history of mentoring new TAs with experienced TAs

Rose, Shirley K. and Margaret J. Finders “Thinking Together: Developing a Reciprocol Reflective Model for Approaches to Preparing College Teachers of Writing.”

Bamberg, Betty. “Creating a Culture of Reflective Practice: A Program for Continuing TA Preparation after the Practicum.”

Ebest, Sally Barr “Mentoring: Past, Present, Future.” – how mentoring arrangements and relationships are made, the power differential that occurs

Bender, Gita Das “Orientation and Mentoring: Collaborative Practices in Teacher Preparation” – year-long staff development with collaboration between administration and teachers

Wanda Martin and Charles Paine. “Mentors, Models, and Agents of Change.” how veteran TAs help with teacher training and preparation

Lindgren, Margaret. “The Teaching Portfolio: Practicing What We Teach” – how the TA’s teaching portfolio can help analyze the effectiveness of TA training programs

April 27, 2009

Huot and O’Neill, Assessing Writing

Huot, Brian and Peggy O’Neill, eds. Assessing Writing: A Critical Sourcebook. Boston: Bedford/St. Martin’s, 2009.

This edited collection, divided into three sections – Foundations, Models, and Issues – focus on writing assessment that takes place outside of an individual classroom, namely placement and exit exams and programmatic evalutions. It draws on scholarship within the field of composition and rhetoric as well as that from educational evaluation, K-12 education, and measurement and testing. Huot and O’Neill see much of the scholarship written in writing assessment, starting in the 1940s, as negotiating the tension between reliable evaluation and valid evaluation, and argue that writing assessment needs to be taken up critically and reflectively by comp/rhet scholars as a positive and productive force (not punitive).

I’ve surveyed this volume (it contains 24 essays along with a selected bibliography) and have read the selections that I’ve seen cited in other scholarship about assessment as well as those that seem particularly helpful for WPAs.

Quotable Quotes

“Writing assessment is an activity – a practice – as well as a theoretically rich scholarly field” (6).

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