Loving Care and Funky Pens: Motivating Young Writers

Abstract

How can teachers boost motivation and interest in writing when a student has disengaged from writing? This article looks at the case of a student with sensory and social challenges who lost interest in writing. Possible reasons for the loss of interest are explored through the elements that contribute to motivation for learning and for writing. Suggestions are presented for engaging young writers and piquing their interest in writing.

“Are you Gonna Help us with Writing?” Empowering Writers though Dialogue Journaling

“…Leah wrote back, sharing how she felt the same way when she was younger, thus helping Martin understand that this feeling is common and can be overcome. These examples serve as evidence that dialogue journaling can help students “believe that they can succeed with writing” (Julien, 2017, p. 663).…”

“…This is difficult for teachers who have been taught to use rubrics based on traditional conventions, but it is crucial if we are to show our students the value of writing for communication. By reading a student's work as an evaluator, it is easy to miss the substance of the student's message, rather than give more attention to the writing process itself (Julien, 2017). Teachers should read dialogue journals as an ally with the intent to respond, not evaluate.…”

“…This community is based on common histories, goals, and routines (Graham, 2018); positions writers to discuss ideas with one another before writing on their own (Vygotsky, 1978); and helps to build self‐efficacy in writers through positive writing experiences (Bandura, 1986; Dunlap, 2006; Fritson, 2008). Singh and Rajalingam (2012) found that these types of experiences can inspire future success, and several researchers (Bromley & Powell, 1999; Cisero, 2006; Fritson, 2008; Julien, 2017; Linares, 2020; Portman, 2020) asserted that writing as a social activity can motivate writers and lessen their aversions toward writing.…”

“…Leah was a consistent and contributing member of the writing community established in the book club, and these responses suggest that the participants may have been comfortable with writing in the book club because of the interest of an invested teacher who nurtured their creativity (Julien, 2017). Classroom teachers are well‐positioned to empower students by being a consistent, responsive audience for them.…”

Self-determined Occupational Performance Model for Children From Economically Disadvantaged Backgrounds

“…Handwriting is a multifaceted occupation that has its own set of challenges due to the physical, cognitive, and perceptual demands (Berninger et al, 2006). By middle school, many students have a decreased selfperception of their writing (Julien, 2017) and it is the role of an occupational therapist to bolster perceived and actual competence. Occupational performance can be achieved through improving the occupation of writing and providing adaptations, but also through self-reflection, improving the interaction between the student and handwriting.…”