Pedagogical Engagement and Extension: Pragmatic Approaches to Teaching First-Year College Writing to Struggling Writers
Saved in:
| Title: | Pedagogical Engagement and Extension: Pragmatic Approaches to Teaching First-Year College Writing to Struggling Writers |
|---|---|
| Language: | English |
| Authors: | Juliet Ellinger-Cruz, Casey Hord |
| Source: | Insights into Learning Disabilities. 2025 22(2):171-181. |
| Availability: | Learning Disabilities Worldwide, Inc. 14 Nason Street, Maynard, MA 01754. Tel: 978-897-5399; Fax: 978-897-5355; e-mail: info@ldworldwide.org; Web site: http://www.ldworldwide.org/educators/ild-educators |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Freshman Composition, Writing Instruction, College Freshmen, Writing Difficulties, Writing Strategies, Learning Strategies, Rhetoric, Writing Apprehension, Cognitive Development, Transfer of Training, Academic Language, Writing Skills, Teaching Methods |
| ISSN: | 1949-1212 |
| Abstract: | This paper offers practical, research-informed strategies for postsecondary writing instructors, particularly those who are new to the field or seeking fresh approaches to classroom engagement. Drawing on frameworks such as Cognitive Load Theory, Universal Design for Learning (UDL), and culturally sustaining pedagogy, the strategies are designed to support struggling writers, students with learning disabilities, and other learners with varying levels of writing proficiency. Focusing on first-year college English courses, the paper highlights methods that make rhetorical elements of writing more concrete and accessible. Through two pedagogical profiles, this article demonstrates how pragmatic strategies support struggling writers by reducing anxiety, building cognitive connections, and cultivating transferable academic writing skills. In doing so, it contributes to evidence-based pedagogy that enhances access and confidence in composition learning. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1490246 |
| Database: | ERIC |
| Abstract: | This paper offers practical, research-informed strategies for postsecondary writing instructors, particularly those who are new to the field or seeking fresh approaches to classroom engagement. Drawing on frameworks such as Cognitive Load Theory, Universal Design for Learning (UDL), and culturally sustaining pedagogy, the strategies are designed to support struggling writers, students with learning disabilities, and other learners with varying levels of writing proficiency. Focusing on first-year college English courses, the paper highlights methods that make rhetorical elements of writing more concrete and accessible. Through two pedagogical profiles, this article demonstrates how pragmatic strategies support struggling writers by reducing anxiety, building cognitive connections, and cultivating transferable academic writing skills. In doing so, it contributes to evidence-based pedagogy that enhances access and confidence in composition learning. |
|---|---|
| ISSN: | 1949-1212 |
