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Who's Afraid of the Big Bad Essay?
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Every semester, I asked students to write about their experience with English courses and any concerns or fears they had about my course. Every semester, I received horror stories of hard work receiving low grades, admitted procrastination, and low self-esteem regarding writing skills. What I recall most clearly, however, is fear.
Anxiety permeates many students’ writing. They are reluctant to do group work, fearful their writing won’t measure up and they will be exposed as imposters. Anxiety about the outcome prevents them from starting. Many turn work in late, hoping they will pass off a low grade as consequence for procrastination rather than what they fear it actually is: proof of inability.
Students typically experience anxiety about a particular aspect of writing. For some, getting started seems impossible. They usually end up writing about the history of their subject and then eventually meander into the actual topic.
Other students have trouble organizing their thoughts. They write everything they know about the topic, include quotations from myriad sources, and just keep writing. They theorize that by writing everything, the question will inevitably be answered.
The opposite problem occurs when students don’t understand the topic, haven’t read enough sources, haven’t distinguished their own thoughts from their sources’ information, or have misunderstood the research question provided by the professor. They become anxious about having enough to say to meet the page requirement.
Anxiety is a symptom, but it can also become a cause. Students panic, which causes anxiety. That anxiety triggers more panic. Students experiencing anxiety are often unable to detect what, exactly, is triggering the anxiety. The multiple pressures of receiving a good grade, of measuring up to classmates and to the professor’s expectations, and of low self-esteem all intensify writing anxiety.
Some methods for working past anxiety include the following:
Getting started: Students who work on the body of the essay first and then add an introduction afterward remove the anxiety of how to start. Part of the problem is recognizing the daunting work that remains after the monumental task of the introduction is completed. When the essay’s body exists, the pressure is off. The student also has a much better idea of where the essay is going, which makes leading the reader into it far easier.
Another nifty trick is to write about something pleasurable. Few things are more frightening than a blinking cursor on a blank document that is supposed to be a 10-page essay. Put it aside and write about a fun trip, a loved one, or a favorite band. Once the writing momentum starts, it’s much easier to transfer it to the task at hand.
Getting organized: I’ve found that the methods for helping students past this hurdle depend greatly on the students’ learning styles. Those who are visual benefit from color coding information. I’ve gone through drafts with students and used different colored fonts for each topic in the essay. From there, it’s easy to cut and paste information together. Those who are auditory benefit from having their essays read aloud. They typically hear where information belongs. Those who are kinesthetic benefit from note cards or sheets of paper taped to the wall. They like to move the objects around until they have a natural flow from topic to topic.
I’ve also worked with students on writing an outline after they finish the draft. This removes the problem of writing the outline and then using it to flesh out the essay. For many students, thoughts do not occur in linear fashion. One thought might lead to many others. Write them all out and then organize them.
Getting informed: One of the most difficult challenges is asking for help. Any student who is unsure of what the professor wants should speak with the professor to gain clarity. That’s tough for students who lack confidence about their writing skills. Once clear on the topic, students often feel empowered to move forward with the assignment.
Another problem is lack of sources. In today’s Internet age, I saw many students turn to Web sites for all their information. It’s quick, easy, and convenient, but anyone who can’t distinguish a credible site will regret the info later.
Once the cause of anxiety is addressed, the symptoms usually abate. It takes time, but with practice and guided information, students can find a new level of confidence about their writing skills.
“Writing Anxiety.” http://www.unc.edu/depts/wcweb/handouts/writing_anxiety.html
“Coping with Anxiety.” http://owl.english.purdue.edu/handouts/general/gl_anxiety.html
