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.


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)


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

June 16, 2009

Norman, Emotional Design

Norman, Donald. Emotional Design: Why We Love (or Hate) Everyday Things. New York: Basic Books, 2004.

Designers must account for people’s emotional and cognitive responses to three aspects or levels inherent in  any design: visceral (immediate, automatic, appearance-based); behavioral (function, pleasure and effectiveness of use); and reflective (personal satisfaction through memories, self-image, intellectualization.) The things we like act as symbols to us and have meaning in our lives. Norman describes and shows many examples of designs that successfully tap into a person’s affect – their subconscious value judgments that translate into emotions. Good designs are also rhetorical: they fit a particular context, culture, location, and audience, so no one design can be univerally appealing. Good designers are those who are able to keenly observe people’s behaviors and tap into people’s unarticulated needs, seeing the product not as a decontextualized thing but something that is used by someone.

Quotable Quotes

William Morris: If you want a golden rule that will fit everybody, this is it: Have nothing in your houses that you do not know to be useful, or believe to be beautiful.”  (“The Beauty of Life” 1880)

“The emotional side of design may be more critical to a product’s success than its practical elements” (5)

Notable Notes

cupholders as an unarticulated consumer need

personalization and customization

good designs seduce people – Csikszentmihalyi’s flow

success at the reflective level can outweigh the other two aspects – visceral and behavioral

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