Teachers of postsecondary writing need internalized knowledge in the areas of the language being taught, writing processes, genre structure and register, the social and political issues associated with writing and academic language generally, and of a range of tasks and teaching strategies. This is best achieved by a loop‐input strategy in which the teacher preparation makes use of the types of task that teachers will have to use themselves for the explicit content they must learn. This allows them to experience the effectiveness or otherwise of the tasks and to reflect on their own reactions to them.