Hayles’ “Generational Divide in Cognitive Modes” in the context of teaching first-year can be used as a pedagogical tool to paying attention to students with neurodiverse needs. Crafting Writing prompts and fostering interactions in the kairotic space (classroom) demands deep attention from students and both teachers. This approach recognizes the diverse cognitive modes of learners, facilitating an inclusive learning environment that acknowledges and accommodates neurodiversity in the dynamic process of first-year writing instruction. Although there might be a generational shift to hyper attention, deep attention in the classroom can stimulate active engagement and address the attention needs. (95) [GKK-15]