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This study investigates Writers Workshop as a means to motivate English learners in writing and increase their English grammar skills. It documents ways in which students' attitudes change toward writing when they are given time in a workshop setting to write about topics of their choice. Key influences included former and current students, Writers Workshop training, elementary curricular practices, and authors such as Brice Heath, Calkins, Rothermel. The research method was classroom research. Students' motivation was assessed via a survey and their portfolios. The study concluded that the teacher: 1) was able to motivate student writing by enabling students to work in a workshop model while collaborating with peers and their teacher 2) was able to effectively use student-teacher conferences to enhance English writing skills and 3) enable students to take control over their own writing.