In recent years, many students have developed a fixed mindset as a result of the national focus on raising test scores. The present study aims to investigate the effects of teacher language and the inclusion of growth mindset feedback on the writing motivation of second and third grade students. The researcher used a mixed-methods, quasi-experimental design, employing both discourse analysis and a comparison of means, to determine the effects of the experimental treatment. Results indicated no statistically significant effects; however, qualitative findings indicated that objective feedback positively impacted writing motivation. Additionally, growth mindset feedback, especially combined with objective compliments, moved students forward on a growth mindset developmental progression, leading to increased writing motivation. Implications for educational research, policies, and teaching practice are included.