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Outline

Topic: Effects of motivation on adolescent writing

I. Introduction

A. Why motivate students to write?

B. Defining motivation (Camacho et al., 2021; Wright et al., 2019)

C. Paper Organization

II. Assessing student motivation

A. Self-efficacy and motivation are different but related concepts. Under the umbrella of motivation, self-efficacy is the most commonly assessed aspect. (Camacho et al., 2021; Graham et al., 2018; Ng et al., 2022).

B. Tools for assessing motivation (Camacho et al., 2021; Graham et al., 2018; Wright et al., 2019)

C. Limitations of gauging self-efficacy: Surveys of student perceptions are inexpert and can be skewed by many factors. (Butcher, 2022; Graham et al., 2018; Ng et al., 2022)

III. What motivates students in their writing? (Camacho et al., 2021; Graham et al., 2018)

A. Authentic writing tasks help students feel more motivated and more invested in their work. (Behizadeh, 2019; Smit et al., 2022)

1. Clarifications/Definitions of what authenticity in writing means.

2. Benefits of authenticity in writing for students

B. Although it is not a guarantee of improved performance, providing students with choice in their writing makes them more likely to be motivated, see the value, and see themselves as writers (Behizadeh, 2019; Kreamer & Heny, 2019; Smit et al. 2022)

C. Students are generally more motivated when given real audiences. Although this may be a challenge in the classroom, even student peers can serve as effective and more “real” audiences. (Doubet & Southall., 2018; Graham, 2018; Kreamer & Heny, 2019)

D. Writing across multiple subjects/topics: Students can be motivated to write by seeing the uses of applying the skill across subject areas and topics. (Butcher, 2022; Gutierrez de Blume et al., 2021; McKeown et al., 2021; Peltier et al., 2021)

IV. The role of metacognition & self-regulation in sustaining writing motivation (Graham, 2018; Doubet & Southall)

A. Defining metacognition and self-regulation (Gutierrez de Blume et al., 2021; McKeown et al., 2021)

B. Reading makes students better writers. (Doubet & Southall, 2018; Kreamer & Henry, 2019; Smit et al., 2022)

1. Application of knowledge (Butcher, 2022; Gutierrez de Blume et al., 2021)

a. Through the act of reading, students can practice critical thinking skills that are crucial to the writing process.

b. Exposure to reading various texts can give students increasing confidence in their own writing as they have more knowledge base to draw from and build on.

2. Mentor texts (Behizadeh, 2019; Doubet & Southall, 2018)

a. The use of mentor texts as models for student writing provides scaffolding for the writing process and also serves as a more concrete goal for students to strive for.

C. Impact of self-regulation on reading and writing skills (Gutierrez de Blume et al., 2021; Graham et al., 2022; McKeown et al., 2021; Miatin & Wiedarti, 2019)

V. The role of identity in writing motivation

A. Students should be encouraged to think of themselves as writers (Doubet & Southall, 2018; Graham, 2018; Kreamer & Heny 2019).

B. Teachers who are hoping to help their students grow and view themselves as writers should also view themselves as writers. Teachers should routinely write with students, model the writing process, and simply do writing themselves (Kreamer & Heny, 2019; McKeown et al., 2021)

VI. Summary, Implications, Conclusion

A. Summary of Parts I-VI

B. Implications & Conclusion

1. Impact of technology on writing motivation (Graham et al., 2018; Camacho et al., 2021)

2. The impact of writing motivation on writing performance.

References

Behizadeh, N. (2019). Aiming for authenticity: Successes and struggles of an attempt to increase authenticity in writing. Journal of Adolescent & Adult Literacy, 62(4), 411–419. doi: 10.1002/jaal.911

Butcher, C. (2022). Using in-class writing to promote critical thinking and application of course concepts. Journal of Political Science Education, 18(1), 3–21. doi:10.1080/15512169.2021.1990073

Camacho, A., Alves, R. A., & Boscolo, P. (2020). Writing motivation in school: a systematic review of empirical research in the early twenty-first century. Educational Psychology Review, 33(1), 213–247. doi:10.1007/s10648-020-09530-4

Doubet, K. J., & Southall, G. D. (2018). “Nobody but a reader ever became a writer”: Integrating reading and writing instruction to help adolescents tell their stories. Virginia English Journal, 67(2), 25–33.

Graham, S. (2018). A revised writer(s)-within-community model of writing. Educational Psychologist, 53(4), 258–279. doi:10.1080/00461520.2018.1481406

Graham, S., Daley, S. G., Aitken, A. A., Harris, K. R., & Robinson, K. H. (2018). Do writing motivational beliefs predict middle school students’ writing performance? Journal of Research in Reading, 41(4), 642–656. doi: 10.1111/1467-9817.12245

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Gutierrez de Blume, A. P., Soto, C., Ramírez Carmona, C., Rodriguez, F., & Pino Castillo, P. (2021). Reading competence and its impact on writing: An approach towards mental representation in literacy tasks. Journal of Research in Reading, 44(3), 617–635. doi:10.1111/1467-9817.12359

Kreamer, H. M., & Heny, N. (2019). The power of authenticity: Empowering student writers through meaningful, real world writing experiences. Virginia English Journal, 69(1), 36–47.

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Ng, C., Graham, S., Liu, X., Lau, K.-L., & Tang, K.-Y. (2022). Relationships between writing motives, writing self-efficacy and time on writing among Chinese students: Path models and cluster analyses. Reading & Writing, 35(2), 427–455. doi: 10.1007/s11145-021-10190-1

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