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Pedagogical Engagement and Extension: Pragmatic Approaches to Teaching First-Year College Writing to Struggling Writers

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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
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  Data: <searchLink fieldCode="SO" term="%22Insights+into+Learning+Disabilities%22"><i>Insights into Learning Disabilities</i></searchLink>. 2025 22(2):171-181.
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  Data: 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
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  Data: 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.
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      – Text: English
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        PageCount: 11
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