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Writing and Motivation not only address the basic question of how motivation to write can be fostered, but also provide analyses of conceptual and theoretical issues at the intersection of the topics of motivation and writing. What emerges from the various chapters is that the motivational aspects of writing represent a rich, productive and partially still unexplored research field. On the one hand, the two main approaches to writing research – cognitive and socio-cultural – present different views of motivation and writing and, subsequently

SUZANNE HIDI - PIETRO BOSCOLO

 

WRITING AND MOTIVATION

 

 

 

Foreword

 

Writing has implications across the curriculum at all school levels, and affects the academic performance of students in a wide range of subject matters. As recent research demonstrated, and as teachers have experienced for many years, a major problem in writing instruction is students’ lack of motivation to write. This problem may be due to both the difficulty and the limited attractiveness of certain demanding academic genres and writing tasks. The aim of this volume – to the best of our knowledge, the first book focusing on motivation and academic writing – is to bring together contributions from international research on this topic. We not only address the basic question of how motivation to write can be fostered, but also provide analyses of conceptual and theoretical issues at the intersection of the topics of motivation and writing. What emerges from the various chapters is that the motivational aspects of writing represent a rich, productive and partially still unexplored research field. On the one hand, the two main approaches to writing research – cognitive and socio-cultural – present different views of motivation and writing and, subsequently, different although complementary implications for writing instruction. On the other hand, motivational constructs in relation to writing are more difficult to categorize and often require clarification to avoid overlapping and ambiguities. The aim of this volume is to present and compare various models, perspectives, and methods of research on motivation and writing, as a step towards a more systematic analysis of the problem.

 

The editors want to thank the Series Editor, Gert Rijlaarsdam, for his support in the various phases of the preparation of this book.

 

Suzanne Hidi and Pietro Boscolo

 

Content Of this Book

 

Foreword-Suzanne Hidi and Pietro Boscolo 1 The Multiple Meanings of Motivation to Write -Pietro Boscolo and Suzanne Hidi

Section I: Theoretical Analyses of Motivation to Write

2 Why Write? A Consideration of Rhetorical Purpose -Nancy Nelson

3 The Wholetheme Window of Dynamic Motivation in Writing to Learn Critical Thinking: A Multiple-Source Perspective - Asghar Iran-Nejad, Jason Brian Watts, Gopakumar Venugopalan and Yuejin Xu

4 A Writer’s Discipline: The Development of Self-Regulatory Skill - Barry J. Zimmerman and Anastasia Kitsantas

Section II: Empirical Studies Investigating the Relationships between Motivation and Writing

5 Writing on an Interesting Topic: Does Writing Foster Interest? -Pietro Boscolo, Laura Del Favero and Michele Borghetto

6 Motivations for ESL Writing Improvement in Pre-University Contexts -Alister Cumming, Tae-Young Kim and Kéanré B. Eouanzoui

7 “Putting Things into Words”: The Development of 12–15-Year-Old Students’ Interest for Writing - Rebecca L. Lipstein and K. Ann Renninger

8 Writing Self-Efficacy and Its Relation to Gender, Writing Motivation and Writing Competence: A Developmental Perspective - Frank Pajares, Gio Valiante and Yuk Fai Cheong

Section III: Intervention Studies Aimed at Improving Motivation to Write

9 Mark Twain’s Writers’Workshop: A Nature–Nurture Perspective for Motivating Students with Learning Disabilities to Compose -Virginia W. Berninger and Suzanne Hidi

10 Fostering Students’Willingness and Interest in Argumentative Writing: An Intervention Study -Bianca De Bernardi and Emanuela Antolini

11 The Role of Interest and Self-Efficacy in Science-Related Expository Writing -Suzanne Hidi, Mary Ainley, Dagmar Berndorff and Laura Del Favero

12 Observational Learning through Video-Based Models: Impact on Students’Accuracy of Self Efficacy Beliefs, Task Knowledge and Writing Performances -Mariet Raedts, Gert Rijlaarsdam, Luuk van Waes and Frans Daems

Section IV: Longitudinal Studies of the Development of Writing Motivation

13 The Role of Literate Communities in the Development of Children's Interest in Writing - Susan Bobitt Nolen

14 A Cross-Case Study of Writing Motivation as Empowerment- Penny Oldfather and Cyndie Hynd Shanahan

References 281

Author Index 317

Subject Index 327

 

 

writing and motivation

 

 

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