Reasons for Not Liking Essay Writing
Introduction
An essay refers to a short piece of written information. The information contained in an essay expresses the writer’s opinion, argument, or suggestion. The writing can be of different types such as journal, creative, formal, informal, paragraph, and sentence writing. The essay is common to scholars. Therefore, essay writing is commonly done in learning institutions. Middle schools, colleges, and high schools are full of essay writing (Calkins & McCormick 1). The primary reason why people write essays in learning institutions is purely passing exams. The most significant proportion of students and pupils write an essay only for high scores in their course. The number of those who enjoy essay writing is small, and therefore it is clear that most students and pupils like writing at a remote probability. The process of coming up with a recommendable piece of writing is tedious, and it requires students to be committed. It has less time for other activities to master the concept (Calkins & McCormick 1). For instance, if I want to write a recommendable essay, I should first decide on the type of article I am going to write, brainstorm my topic.
Additionally, i will have to research the topic intensely, develop a thesis, come up with an outline of my essay, and edit my essay after writing. These are the necessary steps that I am obligated to adhere to if I have to write quality work. According to the tedious nature and formality of the writing, I find myself writing for the sake of passing m course, but intrinsically I am not too fond of the writing.
Why I am not too fond of writing
Formalities: some of the kinds of writings are formal, and some requirements ought to be followed to the dot (Carlson & Teresa 1). For example, if an instructor requires me to write an article, then I will be supposed to adhere to all requirements. Some of the requirements are always hard for me to understand. Due to the formality of the task, I will have to do the job. At this point, it will not be because I like the activity but because I fear the instructor from punishing me. It becomes a burden to me and ends up hating the exercise of writing.
It is tedious: The fact about the expectations of a scholar like me is enough time to relax. I do not want to be given any task, and if I have to be assigned a task to do, then it should not be complicated or tedious (Carlson & Teresa 1). The task involving writing seems to be dull to me, and therefore I end up hating any writing. For instance, when required to write an essay or any piece of writing, I feel occupied, and the situation of being committed gives me a migraine. Some steps make the process of writing to be tedious. I should first research on the topic that I have been given to write on. Since the writing is mandatory, and it reflects my final grading, I find myself with no option but to research the topic and develop relevant information to write. The fact that I will write the kind of writing required does not mean that I like writing, but I do it to pass in my course.
It is boring: Since writing is tedious for me, it is boring to me, and the boredom makes me hate the activity. In the process of developing an excellent piece of writing, I am required to follow a lengthy procedure, which is tedious, and sometimes I may be forced to copy the work of my friends due to boredom. The situation of following the lengthy procedure may make me by written works, copy from website the written works and edit, or writing something irrelevant since I am bored of researching. All the above alternatives will lead to my failure if detected, and I may end up being punished severely, and due to that, I develop a negative attitude towards writing.
It is exasperating and repetitious: when I am done with the writing process, I am also required to revise the work more than two times correcting the mistakes that I might have made and edit the whole work (Carlson & Teresa 1). The process makes the task duller than the boredom in procedural writing in the actual activity. Also, there are some cases when the instructor calls for a serious revision of my work, and the requirement makes the entire activity exasperating since I am not going to learn anything new. These are among the feature of the activity that makes me hate writing and not to do it with passion.
It is subjective: The most challenging thing to me is that there is no one clear answer that is written primarily to the takeaway assignments. Due to the difference between the objective nature of multiple choices and the subjective nature of written assignments, I end up hating the activity. I might have struggled a lot, wasted my time researching and writing, and find later that what I have done has not met the requirements of the instructor. It is through the failure to meet the requirements that will make the instructor called for the revision of my assignment or redo it fresh.
It is costly: the activity of writing costs in terms of time and finance (Carlson & Teresa 1). When an instructor gives me the assignment to do at home, I will be forced to sacrifice the time that I had to be doing other activities to write. Additionally, the research that I will be doing will require the internet, and since i am not at school to utilize the school library and computer center, then I will be forced to cater to the expense. It is through such costs that make me have a negative attitude towards the work.
Some topics are hard: sometimes, the topics that the instructor gives are hard for me. When the topic that I have been given to research on is hard, it implies that I will have high chances of revising the final work. I will also spend a lot of time may be discussing with my friends first to understand the topic or consulting instructor for elaboration. If this is the case, then writing becomes disgusting to me and develop a negative attitude.
Conclusion
In conclusion, I call upon instructors to take their time to encourage some of us who are having a negative attitude towards the writing activity. The reason is that most of the tasks reflect on our final grading, and if they are failed, then we will have poor grades. If the instructor decides to give a topic to write on then, he or she should brief us or give some hints on how to go through the work, and we will be encouraged
Work cited
Calkins, Lucy McCormick. The art of teaching writing. Heinemann Educational Books Inc., 70 Court St., Portsmouth, NH 03801, 2002
Carlson, Teresa B. “Why students hate, tolerate, or love gym: a study of attitude formation and associated behaviors in physical education.” (1994).