Abstract
The topic of this paper is to explore motivation of pre-graduate students towards academic writing through applying various models of motivation based on social constructivism, mainly by analysing some of the intrinsic and extrinsic factors tightly associated with the academic community, based on expectancy of success and necessity of relevant classroom practice. These theoretical principles are applied on academic writing, particularly on the argumentation essay; linguistically are grounded in the insights of genre analysis.
The aim of the paper is to present the experience with the classroom practice, and to point at employing the newly acquired skills in academic writing in both languages, Czech and English, and sometimes overlapping, sometimes conflicting features of scientific writing in Czech and English.