Authors
Julie Walsh
Wellesley College
Abstract
Philosophical writing is challenging for students new to philosophy. Many philosophy classes are populated, for the most part, by students who have never taken philosophy before. While many institutions offer general writing support services, these services tend to be most beneficial for helping to identify problems with style and grammar. They are not equipped to help students with the particular challenges that come with writing philosophy for the first time. We implemented the “Home Base” Mentoring Program in two introductory level philosophy courses to target the specific challenges that novice learners have when learning how to write philosophy. Through the program, students had access to writing mentors who were undergraduate senior philosophy majors. Based on surveys given to the students who have participated in this program, we found that the program boosted student confidence in writing and also worked to develop a welcoming, judgment-free, and encouraging environment in the philosophy department more generally.
Keywords Peer-Mentoring  Metacognition  Writing  Self-Reflection
Categories (categorize this paper)
Reprint years 2019
DOI 10.5840/aaptstudies2019121346
Options
Edit this record
Mark as duplicate
Export citation
Find it on Scholar
Request removal from index
Revision history

Download options

PhilArchive copy


Upload a copy of this paper     Check publisher's policy     Papers currently archived: 54,466
External links

Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
Through your library

References found in this work BETA

No references found.

Add more references

Citations of this work BETA

No citations found.

Add more citations

Similar books and articles

Toward Experiencing Academic Mentorship.Leslie Robinson - 2015 - Phenomenology and Practice 9 (1):17-40.
Peer Review: A Critical Inquiry.David Shatz - 2004 - Rowman & Littlefield Publishers.
Reducing Stereotype Threat in First-Year Logic Classes.Vanessa Lehan - 2015 - Feminist Philosophy Quarterly 1 (2):1-13.

Analytics

Added to PP index
2019-05-06

Total views
4 ( #1,192,497 of 2,374,932 )

Recent downloads (6 months)
2 ( #372,381 of 2,374,932 )

How can I increase my downloads?

Downloads

My notes