Motivation in the Writing Centre: A Peer Tutor’s Experience
Abstract
This article provides insight into the role of students’ writing motivation in a writing centre setting. Based on my personal experiences as a peer tutor at a writing centre, the article highlights the importance of the Self-Determination Theory (SDT) for the evaluation of students’ motivational levels. It thus shows that the distinction between the motivational concepts of intrinsic and extrinsic motivation as well as between ‘amotivation’ vs. ‘demotivation’ provides a basis for tutors and instructors who endeavour to foster students’ motivation. Furthermore, the evaluation of different motivational strategies indicates that both peer tutors and instructors can make a valuable contribution to the development of students’ writing motivation by giving informative feedback, setting clear goals, creating relaxed atmosphere and enhancing students’ positive image as writers.
- Journal
- Journal of Academic Writing
- Published
- 2016-11-01
- DOI
- 10.18552/joaw.v6i1.282
- CompPile
- Search in CompPile ↗
- Open Access
- OA PDF Diamond
- Topics
- Export
- BibTeX RIS
Citation Context
Cited by in this index (0)
No articles in this index cite this work.
Cites in this index (0)
No references match articles in this index.
Related Articles
-
The Peer Review Sep 2021Alex Claman; Alex Claman; Claire Seekins; Seanie Mardell
-
The Peer Review Sep 2024Liz A. W. Thomae; Aleena A. Jacob
-
Pedagogy Oct 2023rhetorical criticism first-year composition writing pedagogy writing across the curriculum two-year college teacher development collaborative writing assessment writing centers qualitative research multimodality literacy studies race and writing gender and writing disability studies affect and writing literary studies book reviews editorial matter
-
The Peer Review Sep 2023Daniel Lawson; Kayla Taylor; Victoria Boyd-Jennings; Elise Beller
-
The Peer Review Jan 2023