Developing Dispositions for Transfer: First-Generation Writers as Problem-Solvers
Document Type
Article
Publication Date
4-2024
Abstract
This article suggests pedagogical practices to help first-generation students gain effective problem-solving strategies for the future transfer of writing knowledge and skills. The retention of first-generation students depends on developing four positive dispositions for learning: success attribution, self-efficacy, expectancy value, and self-regulation. Meaningful writing assignments with a connection to students' cultural experiences are an essential foundation for improving transfer. Specific reflective activities are detailed for analyzing emotional reactions to writing experiences, evaluating procedural writing strategies, and solving current and future writing-related problems. A reflective problem-solving pedagogy promotes deep learning by emphasizing students' agency in responding to writing difficulties and their resourcefulness in creating successful solutions
Repository Citation
Mack, N. G.
(2024). Developing Dispositions for Transfer: First-Generation Writers as Problem-Solvers. Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture, 24 (2), 169-194.
https://corescholar.libraries.wright.edu/english/390
DOI
10.1215/15314200-11030760
