Students who are motivated to write and learn generally pay attention to written comments on their rough and final drafts; students who are not motivated generally ignore written comments and do not use them in revision, but nonetheless are concerned about grades. One effective way of increasing student interest in writing and skill development is to shift the emphasis in the classroom and on the returned papers from teacher comments on writing and learning to student comments on their own learning and writing. By asking them to examine their feelings and thoughts about themselves as writers, their own writing, and the effects of comments on their writing, students can better understand their processes of revision and the purpose of their writing, which in many cases is to further understand a work of art and, by implication, themselves. Also, in considering why they have done a writing assignment, students can better consider alternative approaches on future assignments, and come to regard writing assignments and their outcome as something within their control and for which they are responsible. (CRH)