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Helping junior high and high school students remain interested in science increases the chance that they will pursue careers in science. However, there are many different ways to trigger or sustain interest. Utility-value writing assignments represent a type of motivation intervention that has consistently demonstrated a positive effect on students' interest and performance in science. In this paper, we describe expectancy-value theory as the framework giving rise to utility-value interventions and review evidence of the effectiveness of the intervention. Then we provide educators with concrete steps for writing and scoring utility-value writing assignments. [ABSTRACT FROM AUTHOR]

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