This paper examines how pedagogical approaches in writing classrooms can better draw upon the whole of students' abilities--intellectual, affective, and creative. Many teachers know too well that students rarely respond well to writing prompts which monopolize their cognitive, linear capacities while ignoring creative strategies and affective approaches to writing and thinking. Allowing creativity to merge with pedagogical theories taps into the multifaceted resources inherent in each student. Creativity in writing instruction refers to thought processes, rhetorical approaches, and functional techniques used in writing. Functional techniques in fictional writing are matters of point of view, voice, tone, rhythm, grammar, and setting. Fictional techniques are also matters of scene, summary, and description. As instructors bring exercises into the classroom that utilize students' creative abilities, the likelihood is that their writing will become autotelic, or intrinsically motivated. They will no longer venture into a rhetorical purpose solely because the instructor tells them to do so, or because they want a good grade--they will instead dive into a writing task because it is exciting, challenging, or even fun. The more writers are able to utilize their creative capacities in producing texts, the more they will simply enjoy the task in and of itself. The more teachers encourage creative and affective approaches to writing, the more they will increase the autotelic factor in students' writing processes. (Contains eight references.) (CR)