The “fun” of writing
Writing also has to be “fun”, students would emphasize when they say something about their writing. What they mean by this is that the writing tasks should motivate them to write and help them to continue the writing process even when the “writing work” and everything that goes with it is not only superficially fun, but also always an effort.
Writing tasks must motivate people to write. This is initially a banal statement. Who does not want to write, will not use the writing start and began writing process does not lead to the end.
However, the “pleasure” or the “fun” of writing is not an easy thing and the fact of whether you start and continue writing is a process that has numerous psychological, emotional, cognitive and psychomotor aspects. And, of course, the writing task only plays a certain but important role in this structure, which is highlighted in all ▪ models of writing.
Writing tasks must have a deducible writing goal
In the case of writing tasks, it is particularly important in the school context and in individual ▪ writing development that the ▪ writing tasks are formulated in such a way that a writer can adopt them or derive a writing goal from them.
This applies equally to all forms of writing tasks, regardless of whether they are ▪ learning tasks , practice tasks or ▪ performance tasks .
Writing tasks must motivate people to write
In order for writers to make the writing task their own, writing tasks must do one thing above all else: they must motivate people to write. This is one of the most important ▪ characteristics of good writing tasks .
- The motivation to write cannot be satisfied with getting someone to start writing.
- It must also ensure that the willingness (volition) and / or the motivation is there to continue and complete a writing process that has already started.
Writers need to have a mental and emotional relationship with the subject of writing
The basic requirement for coping with all writing tasks, however, remains that the writers have mentally and / or emotionally established a relationship to the subject of the writing, which is based on their prior knowledge and experience.
What pupils can write about is just something that ties in with existing mental and emotional representations or schemes and (further) processes the existing knowledge in a restructuring process while writing. (see also knowledge telling and knowledge transforming )
Writing tasks must be designed as a means of solving problems.
- The problem can relate to different topics and facts.
- And the problems with which a student deals with a writing task are usually the more motivating, the better they build on the writer’s existing prior knowledge and relate to the world of the, in in this case mostly young writers.
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Consider extrinsic, intrinsic writing motivation, the motivation crowding effect and the degree of self-determination
Creating the inner willingness (volition) and motivation to write and to maintain it while writing is a complex process and depends on the interaction of various elements, not least on the degree of self-determination with which a writing task can be mastered.
Accordingly, the whole thing also depends on what type of writing task it is (learning, practice or performance tasks) and, above all, how the corresponding learning or writing environment is designed.
Extrinsic motivation in performance tasks
The extrinsic motivation usually dominates when dealing with ▪ product-oriented ▪ performance tasks , if the writing product is to be used for ▪ performance assessment and evaluation .
In this case, of course, the autonomy in writing is low. However, in this case too, internal motivations that have arisen up to that point, “which have increasingly converted external incentives into personal values” and have built up “self-motivation”, can play a major role.
Performance tasks of this kind generally require the creation of a writing product with a very specific text pattern.
Intrinsic motivation in learning and practice tasks
The intrinsic motivation plays in contrast ▪ process-oriented writing tasks in process-oriented writing in ▪ learning and ▪ exercises the most important role. Often these are tasks aimed at acquiring skills.
At the same time, the effectiveness of intrinsic motivation also depends to a large extent on whether the writer experiences his/her decisions autonomously while writing and whether the writing setting (learning room setting , exercise room setting) develops beneficial and thus motivating effects overall.
If the writing task is mastered well, the intrinsic motivation can “automatically give a feeling of competence” The reason for this is probably the “experience of one’s own effectiveness, which increases motivation.
It is particularly pronounced in cooperative writing.
The motivations can overlap and change
Intrinsic and extrinsic motivations can also overlap and determine the writing motivation together in a writing process (motivation crowding effect). So For example, a previously existing intrinsic motivation can be lost “if the learner is deprived of their autonomy, e.g. if one is always interrupted or if support becomes so intense and urgent that it turns into an external compulsion.Consequently: extrinsic motivation can also turn into intrinsic motivation and vice versa.