I present a sample unit that directly addresses learners’ needs and nurtures their motivation to write, and I argue for teaching young emotional needs – and plans for students’ active involvement and future success – all of which are keys to motivating writing. I present a sample unit that directly addresses learners’ needs and nurtures their motivation to write, and I argue for teaching young adolescent writers by means of a progressive, learner-centered approach to best nurture their writing growth. Finally, I review national writing initiatives in support of a traditional, more strictly curriculum-centered approach and point out the mismatch in its use with young adolescent writers.