Abstract

More important as "subject", the scholastic writing results sacrificed by educational methodologies often obsolete and by scarce enthusiasm of students, that in a written composition remark for the most part only an exercise that is an end in itself and an evaluation instrument. Digital writings offer new potentialities of writing use, both to claim the communicative purpose neglected so far, and to propose or impose a different conception of writing as ability. It needs a consideration about the different ways of students to consider the writing and its functions, in and out of the school, and about didactic conditions and manners that can weigh on their convictions and motivations. The motivation of writing doesn't mean to render the writing «an activity always pleasant, but to help the student to give a positive meaning, that is a value, to its different forms and ways». This is an important responsibility of whom teaches to write.