Why You Don’t Want to Write an Essay | How to Make the Process More Enjoyable?

People often judge you by what you write about yourself. We communicate more and more with texts, and literary skills. But now most people don’t write because they are sure they won’t read them, and; they hated essays in school;

It is not surprising, the system cannot be broken, but it is easy to bypass, along with the cheapest essay writing service. So you do not cheat, but learn from examples.

Why You Don't Want to Write an Essay
Why You Don’t Want to Write an Essay

Problems of writing essays and how to deal with them

They don’t give reviews

The child gets points for the content and language design of the piece, but that says almost nothing. What should be done differently next time?

Why didn’t the teacher like it? If a student made an effort but received a low grade, he or she may feel that it was his or her abilities, not the result, that were evaluated. “That’s how unoriginal I am, I can’t write beautifully”;

What to do

Only a teacher’s review and feedback from readers (classmates) can give useful information and keep your desire to work on yourself. Don’t spare time – describe what the student succeeded and what he didn’t.

Compare with his or her previous work. Formulate what the young author should work on. Verbal feedback is not the answer, because the child will suspect that it is easier for the teacher to talk than to write, and this will not add to the love for essays.

Don’t talk about inspiration

Some educators laugh: are students waiting for the muse to visit them? If the essay is nothing more than a written response, then really, it’s easy. But if you want students to write creative and emotional essays, it’s different.

What to do

Talk about the “creative kitchen”-how to get in the mood for creative work, how to bring the feelings to
life. There are hundreds of techniques for this. Being able to lure inspiration is an important skill that will
come in handy not only in writing, because creativity is one of the key skills of the 21st century.

They don’t teach you how to work with drafts

Here is a blank sheet of paper. And suddenly we have to write something fascinating on it. We are often
afraid to start writing, scrolling over and over again through the future essay in our heads.

Schoolchildren are also held back by the fear of mistakes – grammatical and syntactical. So they start
using simple constructions, and this prevents thoughts from flowing freely. You could edit the text later,
checking dubious places. That way, both literacy will improve, and the essay will be more original.

Most students write a rough draft "offhand": from beginning to end, without crossing out sentences or
changing paragraphs. This electronic text is easy to redo with the movement of a “mouse”. Rewriting
what’s on paper is much harder.

By the way, in Australia, part of the U.S. states and Finland, students write essays on laptops. And a voice recorder and voice recognition programs help to freely record thoughts, and only then compose a text from them.

What to do

Teach students to write down their thoughts on separate sheets of paper and then combine them into a text. It is easier to get rid of the fear of a blank page if you “sign” – describe what is happening here and now: “I am afraid to start writing on such and such a topic. I’m sitting, looking out the window…”; Then you will cross this introduction out, but it will help you start the text. Also, allow students to use gadgets during the preparation stage of the material.

Limiting the author’s style

When it comes to the peculiarities of the style of the classics – everything is understandable, but not to teach students to look for their own style? God willing, at least they would have written something as good as anyone else. However, the essay is precisely evaluated on the differences that reflect individuality.

It takes a long time to develop a literary style, but the prerequisites for its everyone has. We speak and
think differently – this is due to a person’s character and experience. These characteristics also show up
in the way we write.

What to do

Identify existing writing strengths and teach the student to present them advantageously. Say someone writes short, vigorous sentences with lots of verbs, someone writes long sentences in which thoughts unfold slowly.

One should not strive for averaging, but make sure that "vigorous" authors do not switch to a telegraphic style, and unhurried ones do not saturate the text with “water”.

Usually, a child is better at one thing at a time: description, narration, or reflection. In an essay, you can introduce the type of speech that is closer to the student. Description can be, not only where it is about a portrait of a friend.

For example, in the piece “What I want to become” you can describe a member of a profession, and in the topic “If I were a magician…” describe a surprised person who sees magic.

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