Abstract
Writing is an important aspect of literacy regardless of the grade or discipline. State standards have defined the writing genres, crafts, and skills that are to be taught by teachers in PK-12 classrooms. However, in addition to standards, research indicates that a teacher’s own conception of writing is crucial to establishing classroom conditions necessary for young writers to grow, explore and take risks. If this is the job of PK-12 educators, then it is essential for higher education instructors to understand and explore the writing conceptions of teacher candidates. One of these critical conceptions is the motivation to write. The Motivation to Write Profile-College (MWP-C) was designed and validated to assess the writing motivation of teacher candidates. The profile can inform the important conversations necessary to ensure that teacher candidates are fully prepared to teach writing as motivated writers themselves.
Recommended Citation
Solar, Ernest; Mucci-Guido, Angela Marie Ph.D.; Cook, Carolyn; and Marinak, Barbara
(2019)
"The Motivation to Write Profile-College: A Tool to Assess the Writing Motivation of Teacher Candidates,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 7:
Iss.
1, Article 1.
Available at:
https://scholarworks.wmich.edu/wte/vol7/iss1/1
Included in
Educational Assessment, Evaluation, and Research Commons, Higher Education and Teaching Commons, Language and Literacy Education Commons, Scholarship of Teaching and Learning Commons