ABSTRACT
This chapter acts as an introduction to a series of chapters which focus on the different affective domains involved in teaching Writing For Pleasure and their important relationship in developing positive feelings, emotions, and attitudes towards being a writer, and in improving children’s writing performance. This includes exploring the personal, social, analytical, metacognitive, and emotive behaviours involved in crafting writing. The authors share how they were able to define the affective domains within a Writing For Pleasure pedagogy as self-efficacy, agency, self-regulation, motivation, volition, writer-identity, enjoyment, and satisfaction. Their collective association with other concepts such as disposition, drive, anxiety, desire, instinct, value, worth, mood, and attitude as described by educational, affective and motivational science is also explored.
