Feature: Trauma-Informed Writing Pedagogy: Ways to Support Student Writers Affected by Trauma and Traumatic Stress

Teaching English in the Two-Year College Mar 2021

Feature: Trauma-Informed Writing Pedagogy: Ways to Support Student Writers Affected by Trauma and Traumatic Stress

Melissa Tayles

Abstract

This article argues that two principles of a trauma-informed writing pedagogy grounded in clinical scholarship—instructor as buffering role model and psychologically safer classroom spaces—can support students affected by trauma and traumatic stress. Moreover, when these principles are embedded in course structures using concepts central to universal design, they can support all community college writing students facing adversity.

Journal: Teaching English in the Two-Year College
Published: 2021-03-01
DOI: 10.58680/tetyc202131200
Open Access: Closed
Topics: writing pedagogy two-year college multimodality affect and writing

Citation Context

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CrossRef global citation count: 16 View in citation network →