First-generation college students (FGCS) are a growing student population in the United States. Because of the barriers they face, these students are more likely to drop out or fall behind than are their multigenerational peers. This article presents the results of a case study on FGCS and their use of the writing center conducted at a midsized, southeastern, public university. The study analyzed the WCOnline appointment and consultation report forms of self-identified FGCS and multigeneration college students (MGCS) who used the writing center in order to learn more about the needs, perceptions, and experiences of FGCS as writers. Results indicate FGCS’ appointments cover more ground, use more directive approaches, are more likely to include negative language and emotional affect, and focus on global concerns and genre/rhetorical knowledge at more frequent rates than do MGCS’ appointments. Based on results, recommendations for improving writing support for FGCS and further research are made.
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