This dissertation examines the prevalence of school-induced literacy shaming in first-year college writers while examining how these experiences have shaped the students' attitudes towards writing in ways that impacted their academic trajectories. Using a qualitative approach, data was collected through surveys, narrative prompts, and…

Discusses five things which help the author (herself a reluctant writer) to push past her own doubts, and notes how they are helpful in working with students who are reluctant to write. (SR)