Literacy skills including reading comprehension, writing, vocabulary development, and other components of literacy are utilized in all content-areas. In transacting with content-based texts, students should have the opportunity to response to content in a manner which is open-ended and thought-provoking. After using dialogue journals in social studies lessons with fourth-graders, students' perceptions to constructs of motivation were measured using the Elementary School Student version of the MUSIC Model of Academic Motivation Inventory (Sigmon & Jones, 2015). Results were analyzed to determine the extent to which implementing dialogue journals effects student motivation. Each of the five motivational constructs measured had a positive average; although, some were higher than others. The positive results of the motivational inventory support the addition of written responses in content-area lessons to encourage students to think personally and critically about content-based texts.