Title
Pedagogical Interventions in the First-Year Writing Classroom for First-Generation College Students
Department
English
Document Type
Article
Publication Date
Spring 2018
Abstract
This chapter discusses ways of engaging rst-generation college students in the rst-year writing classroom. Many interventions exist for helping rst-generation college students adjust to and thrive in academic life, such as TRIO programs. This chapter focuses on how instructors in writing classrooms can create pedagogical interventions to encourage and engage these students in academic discourse. To better understand how the pedagogical interventions were received, the author studied contempo- rary research on multiple ways of engaging rst-generation college students in the rst-year writing classroom. Along with this research, the author also collected data from students that identi ed what activities and assignments most engaged them and what they learned from those assignments. From this data and outside research, the author determined three main pedagogical interventions to help rst-generation college students succeed, such as peer review groups, creating empathetic spaces, and assigning empathetic writing genres.
Recommended Citation
Jorgenson Borchert, Jessica, "Pedagogical Interventions in the First-Year Writing Classroom for First-Generation College Students" (2018). University Author Reception Submissions. 14.
https://digitalcommons.pittstate.edu/uar_submissions/14