Preparing College Teachers of Writing: Histories, Theories, Programs, Practices offers essential advice to writing program administrators, teachers of methods courses and practica, and mentors of new writing faculty, as well as graduate students studying for professions in writing program administration. This extensive collection discusses the contexts, structures, development, practices, and evaluation of teaching assistant (TA) preparation programs in writing pedagogy. It features essays by thirty-five prominent experts in college composition and three former graduate students who…mehr
Preparing College Teachers of Writing: Histories, Theories, Programs, Practices offers essential advice to writing program administrators, teachers of methods courses and practica, and mentors of new writing faculty, as well as graduate students studying for professions in writing program administration. This extensive collection discusses the contexts, structures, development, practices, and evaluation of teaching assistant (TA) preparation programs in writing pedagogy. It features essays by thirty-five prominent experts in college composition and three former graduate students who participated in TA preparation programs. These contributors, from twenty-nine different institutions, represent decades of experience as well as significant geographic and demographic diversity.
* Foreword: Preparing the Professors * Preface * Part I. Histories * 1: Betty P. Pytlik: How Graduate Students Were Prepared to Teach Writing--1850-1970 * 2: Stephen Wilhoit: Recent Trends in TA Instruction: A Bibliographic Essay * 3: Kirsti A. Sandy: After Preparing TAs for the Classroom, What Then? Three Decades of Conversation about Preparing TAs for the Job Market * 4: Irwin Weiser: When Teaching Assistants Teach Teaching Assistants to Teach: A Historical View of a Teacher Preparation Program * 5: Darin Payne and Theresa Enos: TA Education as Dialogic Response: Furthering the Intellectual Work of the Profession through WPA * Part II. Theories * 6: Kathleen Blake Yancey: The Professionalization of TA Development Programs: A Heuristic for Curriculum Design * 7: Shirley K Rose and Margaret J. Finders: Thinking Together: Developing a Reciprocal Reflective Model for Approaches to Preparing College Teachers of Writing * 8: Judith Goleman: Educating Literacy Instructors: Practice versus Expression * 9: Christine Farris: Too Cool for School? Composition as Cultural Studies and Reflective Practice * 10: Rebecca J. Rickly and Susanmarie Harrington: Feminist Approaches to Mentoring Teaching Assistants: Conflict, Power, and Collaboration * 11: Katrina M. Powell, Peggy O'Neill, Cassandra Mach Phillips, and Brian Huot: Negotiating Resistance and Change: One Composition Program's Struggle Not to Convert * Part III. Programs * 12: Katherine K. Gottschalk: Preparing Graduate Students across the Curriculum to Teach Writing * 13: Betty Bamberg: Creating a Culture of Reflective Practice: A Program for Continuing TA Preparation after the Practicum * 14: Chris Burnham and Rebecca Jackson: Experience and Reflection in Multiple Contexts: Preparing TAs for the Artistry of Professional Practice * 15: Paul Anderson, Todd Deluca, and Lisa Rosenberger: The Three-Part Program for Preparing TAs to Lead Professional Communication Courses at Miami University (Ohio) * 16: Christine Hult and Lynn Meeks: Preparing College Teachers of Writing to Teach in a Web-Based Classroom: History, Theoretical Base, Web Base, and Current Practices * 17: Muriel Harris: "What Would You Like to Work on Today?" The Writing Center as a Site for Teacher Training * Part IV. Practices * 18: Sally Barr Ebest: Mentoring: Past, Present, and Future * 19: Wanda Martin and Charles Paine: Mentors, Models, and Agents of Change: Veteran TAs Preparing Teachers of Writing * 20: Gita Das Bender: Orientation and Mentoring: Collaborative Practices in Teacher Preparation * 21: Michael C. Flanigan: From Discomfort, Isolation, and Fear to Comfort, Community, and Confidence: Using Reflection, Role-Playing, and Classroom Observation to Prepare New Teachers of College Writing * 22: Thomas E. Recchio: Essaying TA Training * 23: Barry Thatcher: Orientation for Teachers of Technical Writing * 24: Learning to Evaluate and Grade Student Writing: An Ongoing Conversation * 25: Margaret Lindgren: The Teaching Portfolio: Practicing What We Teach * 26: Sarah Liggett: Evolution of a Teaching Notebook: Contents, Purposes, and Assessment * Contributors * Index
* Foreword: Preparing the Professors * Preface * Part I. Histories * 1: Betty P. Pytlik: How Graduate Students Were Prepared to Teach Writing--1850-1970 * 2: Stephen Wilhoit: Recent Trends in TA Instruction: A Bibliographic Essay * 3: Kirsti A. Sandy: After Preparing TAs for the Classroom, What Then? Three Decades of Conversation about Preparing TAs for the Job Market * 4: Irwin Weiser: When Teaching Assistants Teach Teaching Assistants to Teach: A Historical View of a Teacher Preparation Program * 5: Darin Payne and Theresa Enos: TA Education as Dialogic Response: Furthering the Intellectual Work of the Profession through WPA * Part II. Theories * 6: Kathleen Blake Yancey: The Professionalization of TA Development Programs: A Heuristic for Curriculum Design * 7: Shirley K Rose and Margaret J. Finders: Thinking Together: Developing a Reciprocal Reflective Model for Approaches to Preparing College Teachers of Writing * 8: Judith Goleman: Educating Literacy Instructors: Practice versus Expression * 9: Christine Farris: Too Cool for School? Composition as Cultural Studies and Reflective Practice * 10: Rebecca J. Rickly and Susanmarie Harrington: Feminist Approaches to Mentoring Teaching Assistants: Conflict, Power, and Collaboration * 11: Katrina M. Powell, Peggy O'Neill, Cassandra Mach Phillips, and Brian Huot: Negotiating Resistance and Change: One Composition Program's Struggle Not to Convert * Part III. Programs * 12: Katherine K. Gottschalk: Preparing Graduate Students across the Curriculum to Teach Writing * 13: Betty Bamberg: Creating a Culture of Reflective Practice: A Program for Continuing TA Preparation after the Practicum * 14: Chris Burnham and Rebecca Jackson: Experience and Reflection in Multiple Contexts: Preparing TAs for the Artistry of Professional Practice * 15: Paul Anderson, Todd Deluca, and Lisa Rosenberger: The Three-Part Program for Preparing TAs to Lead Professional Communication Courses at Miami University (Ohio) * 16: Christine Hult and Lynn Meeks: Preparing College Teachers of Writing to Teach in a Web-Based Classroom: History, Theoretical Base, Web Base, and Current Practices * 17: Muriel Harris: "What Would You Like to Work on Today?" The Writing Center as a Site for Teacher Training * Part IV. Practices * 18: Sally Barr Ebest: Mentoring: Past, Present, and Future * 19: Wanda Martin and Charles Paine: Mentors, Models, and Agents of Change: Veteran TAs Preparing Teachers of Writing * 20: Gita Das Bender: Orientation and Mentoring: Collaborative Practices in Teacher Preparation * 21: Michael C. Flanigan: From Discomfort, Isolation, and Fear to Comfort, Community, and Confidence: Using Reflection, Role-Playing, and Classroom Observation to Prepare New Teachers of College Writing * 22: Thomas E. Recchio: Essaying TA Training * 23: Barry Thatcher: Orientation for Teachers of Technical Writing * 24: Learning to Evaluate and Grade Student Writing: An Ongoing Conversation * 25: Margaret Lindgren: The Teaching Portfolio: Practicing What We Teach * 26: Sarah Liggett: Evolution of a Teaching Notebook: Contents, Purposes, and Assessment * Contributors * Index
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