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2010). In addition, students lack critical thinking skills, or students do not feel they can critically think (Woodlief, 1997). When it comes to writing, students can get frustrated trying to come up with topics to write about or being assigned topics that are uninteresting to them or do not appeal to their interests (Hillocks, 1995; Freisinger, 1978). Even if they have a topic, many students lack the writing skills necessarily for the college level (Hillocks, 1994; Gleason, 2001; Drew & Yost, 2009; Montagne, 2012) or fear the traditional lecture, memorize, test teaching-centered classroom (Hazim, Almir, & Amir, 2008). Students can also come into class unmotivated to be active and engaged or have a surface-level approach to learning (Smart, Witt, & Scott, 2012; Wang, Su, Cheung, Wong, & Kwong, 2013). Not only can they be unmotivated individually, but also students can sometimes initially dislike the idea of class discussion, peer collaboration and/or speaking up in discussion (McFarlane, 2010;

WRITING PROMPTS: GENERATING ENGAGEMENT, CRITICAL THINKING and DISCOVERY