Motivation isn't a you got it or you don't situation, it can be built if we're intentional. This semester, I learned how much of that starts with framing assignments, discussions, and even our contributions. Whether it's announcements, graphic art, or InScribe assistance, we make writing feel accessible, meaningful, and, most importantly, unique, like it belongs to the student. 

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One strategy I leaned on was using infographics to really hammer as seen with the 3CQ requirement. Students often missed out on these and were losing easy points, so I decided to highlight strategies in a visually engaging manner. I found that students showed up more prepared when they understood the why. I also encouraged discussions about their topics, letting students explore their interests, which leads to more voice-driven, compelling work. 

I think Rahman's reading resonated with me during this evaluation; his discussion on rhetorical sovereignty reminded me that students write best when they feel respected. I create space for that in every conversation and help them defend their language, challenging them to be bold, not perfect. 

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Presence plays a huge role, too. I've found that approaching mentorship with a calm and focused energy can lead to more curiosity and confidence. Creating interest and motivation isn't just performance; you must meet students where they are, listen to their concerns and interests, and then take off from there. It's much easier said than done, but practice makes perfect.