How do WL teachers motivate their students?

• WL students are typically freshmen and sophomores, with little experience writing or doing critical thinking at the college level. They are most likely taking our courses as General Education, not as part of the major. Therefore, we need to
1. keep the writing assignments reasonably short
2. explain what we want in detail and give a good model
3. think of ourselves as coaches rather than evaluators
4. devise assignments that are relevant for them -- students not in the major
• Giving students a second chance on a paper is a great motivator. Whether the second chance happens because you ask for an ungraded rough draft or because you allow revision for a higher grade, the knowledge that they can have another go at a complex assignment helps students give their best and have a good attitude toward the work (even if they don't take the opportunity you offer). Many WL instructors at PSU work rough draft requirements right into their syllabi.
• Coming up with assignments that allow students to think for themselves and use some creative energy will motivate them to care about their writing. The assignments should be clearly linked to course content, and if the students can see the assignment as a preparation for a later test or paper, they will be more likely to give it their full attention. See the assignments WL faculty have devised for some ideas.
• If you can give your students a chance to work with their peers on a writing project -- perhaps at the brainstorming stage, as they try to come up with an idea, or at the rough draft stage, where they can share their work with other class members before you see it -- they will feel safer, because they will see what others are doing. This teamwork helps students learn that good writers always try to get feedback on their work.
• Give several short assignments that build up to a longer one. This way, you can intervene in the writing process on a regular basis, and students won't feel lost.
• Allow students to help design the writing assignment, coming up with topics that interest them. Some WL faculty list the student ideas on the board, so that the new topics become officially sanctioned.
• Let students hear what other students have done. For a short assignment, you could have students read their writing aloud. Or you can read an especially good paper (or section of it) to the class. If you put an essay on an overhead to talk about it, make sure you choose an example of good writing, so that the student can feel proud. You should ask the student ahead of time if it is all right to show his or her work, and ask if he or she wants to remain anonymous. Caution: Never give negative comments about a student's writing in front of the other students in class. This would be a major move in the wrong direction -- all motivation could be lost.
• Assign writing that you are truly interested in reading. If you are excited about the project, and want to hear what your students have to say, that energy will be transmitted to your students.
• Having a positive attitude about writing in general will go a long way toward motivating your students to care about your writing assignments.
• If you can show students that writing is essential to your discipline -- especially in the working world -- they will be more ready to consider the assignments useful rather than busywork. Making the assignments relevant to the discipline or the working world will help.

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