First generation college student writing

High school writing vs. college writing

When students are in high school, the academic subjects taught to them are usually basic and generic information, especially when it comes to reading and writing. Oftentimes in high school writing tasks, students are asked to comprehend what they are reading, but are never really taught how to analyze it; they only get a glimpse of each subject, rather than having one topic and taking the time to fully dive deep into it. But when students get to college, Waltheithner explains that they are expected to perform certain tasks that go way beyond what they had even learned in high school. When it comes to writing, they are given full texts sources and asked to engage in complex thinking and provide analysis on given arguments.

Peter Collier explains how college professors have different expectations for students than high school teachers do, and how that can be challenging for first generation students to navigate, especially because there can be discrepancies between high school and college writing assignments. In college, students are frequently asked to create a research paper that cross references multiple sources. These papers require analysis and the ability to create an argument based on other texts. Because this skill is not typically taught in high school, first generation college students will likely struggle in their ability to complexly analyze and argue. They have no real frame of mind or understanding of what is expected of them. In this sense, they are at a severe disadvantage to other college students whose family might have prepped them or can help them along the way. Many educators have argued that in order to succeed in college, first generation college students must be taught the proper curriculum before they are expected to understand everything that is handed to them.

Struggles of first generation college students

For first generation college students, college can be challenging when it comes to reading and writing. They are entering into a place that they have never been, and have no other experience to compare it to. In a lot of ways, high school does not adequately prepare first generation college students for what they are about to experience in college; and there are many things that are lightly brushed over that are important aspects of college curriculum, especially when it comes to reading and writing. For first generation college students, the resources given to them are most critical for them to have success in college and in their writing. Hébert states that first generation college students—opposed to other students who may rely on previous knowledge and advice from family members—are thrown head first into the deep end and expected to stay afloat.

Janice Wiggins states that first generation college students often struggle with finding their own place on campus as an internal conflict is apparent amongst these individuals on how they should approach the college life. On the one hand, they do not want to lose their cultural identity, and thus isolate themselves from the rest of campus life. And on the other hand, in order to be academically successful, the students cannot resort to complete isolation. Social identity is a massive part of who each person is; however, students whose parents attended college do not have to think so much about how their identity will influence their day to day lives. First generation students are not granted that same privilege. In order to find their place at college, they are faced with this additional challenge, thus further placing them at a disadvantage to succeed.

Tools to help first generation college students succeed

The article "Community Colleges and First-generation Students: Academic Discourse in the Writing Classroom," discusses ways for first generation college students to succeed in not only writing classes, but in college in general. First generation college students are often from minority backgrounds, and are expected to fulfill half of college populations by 2023; they will make an impact on the future of the workforce and it is just as important to provide them with the tools they need. For first generation college students often seek help from their peers and from their professors, suggesting that professors have a role to play in helping them succeed in their learning. Such activities that are held in the classroom are vital to help first generation college students succeed in the classroom. The main tool being “instructor-led peer review.” Peer review has become more than a way for teachers to correct errors, it has become a way for students to engage with their mentors and learn how to speak and write both clearly and accurately.

Kory Ching states that teachers can help first generation students gain confidence by addressing these college students, coming into a larger university that grants them resources and supplies than they might not have had in their secondary establishment, as readers of their work, rather than as correcters or graders. In the National Survey of Student Engagement, undergraduate students were asked to report on a five-scale measure to understand how professors and teachers help them and if it has contributed to help them achieve higher order thinking. The five scales consisted of Pre-Writing Activities, Clear Expectations, Higher-Order Thinking, Good Instructor Practices, and Integrated Media. The study concluded that the most important aspect for first generation college students are those of which associate with deep learning. When students are able to collaborate with their peers along with their professors, they are much more likely to feel confident in their writing and submit writing pieces that are academically stronger than what they were producing in high school. It is vital for professors to supply their students with tools like these to not only succeed in college, but also help the student understand that they are successful within themselves.

References

This article "First generation college student writing" is from Wikipedia. The list of its authors can be seen in its historical and/or the page Edithistory:First generation college student writing. Articles copied from Draft Namespace on Wikipedia could be seen on the Draft Namespace of Wikipedia and not main one.

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