This dissertation describes how student classroom experiences along with their approaches to learning and perceptions of themselves as writers were impacted when affective instructional interventions emphasizing emotional intelligence were part of a community college English course's pedagogy. Failure by faculty, as well as policy-making administrators, to address the whole student by neglecting to adequately value issues of affect in higher education has consequences for students in the classroom and beyond. This study, therefore, gathered and analyzed data through case study to describe the classroom experience of students in an introductory composition course by illuminating not only how their experience was impacted but also how their approaches to learning along with their perceptions of themselves as writers were impacted when implementing explicit affective teaching practices. The results of the study may help other instructors not only become more aware of the value associated with affective-related issues, but also to integrate elements of affect into their own unique teaching practices to positively impact student development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]