Despite the fact that creating motivated writers is of great importance, the recent national focus on low writing scores across the nation have caused schools to concentrate on writing achievement rather than taking the time to help students become lifelong writers. As a result, many students have fallen into a fixed mindset and are unable to move forward both motivationally and academically. Through a mixed methods, quasi-experimental design, this study investigates how teachers' language when conferring with students during writing workshop affects the writing motivation of primary-grade students. In addition, this study investigates how teachers' conscious use of growth mindset feedback when conferring with students during writing workshop impacts writing motivation. Both teachers' objective observations of what students did well and the conscious inclusion of growth mindset feedback increased writing motivation in the experimental group classrooms. One control group classroom, in which the teacher also used growth mindset feedback naturally, increased in writing motivation as well. This study seeks to begin to fill the gap in the literature regarding impact of teachers' language, specifically the use of growth mindset feedback, on writing motivation in primary students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]