With the continuous development of technological and educational innovation, learners nowadays can obtain a variety of supports from agents such as teachers, peers, education technologies, and recently, generative artificial intelligence such as ChatGPT. In particular, there has been a surge of academic interest in human-AI collaboration and…

Several barriers hinder students from producing clear and impactful written work. Writing assignments are often given on an individual basis, similar to homework, and without any assistance. Students in a classroom context have access to both their classmates and the teacher while they are working in groups or pairs as part of their assignments.…

To gain a deeper understanding of young adolescent motivation and developmental needs as the nation plunges ahead with the national Common Core Standards and their implications for writing instruction, the authors of this article pondered five questions as they studied their own middle school writing team: (1) What intrinsic motivators drive these…

The effects of progress feedback on university students' writing mastery goal, self-efficacy beliefs, and writing performance were examined in this experiment. Students in the experimental condition (n = 42) received progress feedback on their writing assignment, whereas students in the control condition (n = 44) received feedback without progress…

Much of the work in academic writing has focused on the cognitive rather than the affective and social aspects involved in project-based writing. Emphasis in past research has been on skills and processes of writing rather than on affective factors such as motivation, attitudes, feelings or social factors involving intrapersonal and interpersonal…

Because children are experts in at least one subject--themselves--their best written work is usually autobiographical. This article suggests various specific autobiographical writing assignments teachers might want to use with their students. (JMK)

Suggests writing exercises which involve composing the solution to a mystery. (JM)

Presents a sample of short writing assignments flowing from carefully prepared lessons that isolate specific learnings, guide processes closely, and appeal to student interests. (RB)

The author uses a hypothetical contest situation to generate student interest in collecting, evaluating, and organizing information. (RL)

Describes some of the poems and methods from a Writers in the School program as part of a primary education poetry program that intends to stimulate students to read and write poetry. (Author/RK)

Describes a creative writing program in which second and fourth grade students wrote and read their poetry. (FL)

This article presents 15 activities designed to motivate students to engage in creative writing. Also given are ideas on how to reinforce and maintain student interest in writing. (IAH)

Outlines how teachers can motivate students and narrow the gap between school and home by using students' anecdotes about their families for reading or writing activities. Notes that this exercise also helps bridge the gap between spoken and written language. (MM)