The writing practices of adolescent learners are far different from those of their parents and teachers. In 2020, adolescents engage in writing bursts through text messages and chats as they play games or share stories throughout the day with friends and family. It has been challenging for high school teachers to take advantage of these literacy activities in a meaningful way to improve writing skills. In this chapter, the authors focus on two adolescents who are in different grades and hold different views of what counts as writing practice. Still, it is clear that both believe in the importance of engaging in the work of writing to learn. The findings of our case studies suggest that one adolescent, a twelfth grader, sees writing practice as integral to his life. The other, a ninth grader, reports that he only engages in writing at school through formulaic assignments that are often boring and unchallenging. The authors found in their study that storytelling and digital technologies are tools for developing flow, critical thinking, and problem-solving skills, engagement, and motivation.
