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Abstract

Adolescents use a wide variety of literacy practices in their daily lives. Preservice teachers in this study looked for ways to motivate their students to write by asking them about their in-school and out-of-school writing practices. This survey shows a gap between what motivates students to write for school and why they write out of school. The results suggest that English teachers can forge a “third space” in which out-of-school literacy practices are integrated into the curriculum. This survey provides insights for improving writing pedagogy in regards to students’ expressed desire to communicate, express themselves, and to be involved.

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