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.

This article details findings from a research study on learning transfer, in which most students reported transferring reading processes and explicitly linked their successes in writing to their successes in reading. Reading offered a pathway through their university learning experiences, improving self-efficacy and engagement.