The present study was conducted to evaluate the effects of a simple multicomponent motivational intervention on the writing performance of a class of low-achieving fourth graders under everyday conditions in schools. An ABAB design was utilized to establish a functional relationship between the independent variable (a treatment involving explicit timing, immediate feedback through self-scoring, and positive reinforcement through verbal praise and the display of high scores) and the dependent variable (the total number of words written). The students took very well to the intervention and significantly increased their performance whenever it was carried out. Implications for future research and practice are discussed.