Throughout our teacher training program, we have noticed that students struggle to see the reason with writing task designs that are short and concludes upon the end of the lesson. Therefore, this degree project aims to gain an insight to whether the methods used in process writing and its various concepts can be used efficiently within schools to assist students in reaching higher grades and have higher rates of academic success, as well as discover the impacts of motivation tied in with the use of these specific task designs. This paper will firstly introduce an overview of the different theories and concepts that are tied to process writing, such as feedback, rubrics use. In prior studies made, researchers have found that academic success is influenced by the use of strategies that correlate to the methods in process writing, and also describes how this impact is made. Secondly, this degree project is based on interviews made with three active 7-9 English teachers and 15 students (in years 8-9) in the southern of Sweden to research the possibility of motivation being affected in any way through the use of these task designs that, according to researchers, will lead the students to higher rates of academic success. The major conclusions of this study are that (I) students and teachers feel that it is useful to utilize the different key concepts tied to process writing in order to gain proficiency in the English language, (II) teachers often use at least one, if not more, of the methods included in process writing, and feel that they have an impact on student learning within the subject, (III) students feel that their motivation can be impacted through the use of these strategies, and be affected differently based on teacher instruction, (IV) many of the schools that were visited have grade-oriented students that can affect student motivation to learn, and the reasons for learning, (V) in addition to how well the students feel engaged to work with a task depending on their interests. (VI) Lastly, it also has an impact at what stage the teacher decides to assess their students, while working with process writing tasks.