I've been teaching college writing for a very long time, and through these years I've noticed certain enduring issues that students struggle with. Below you'll find questions and answers to five of these issues.
Q: How can I take a position on my issue that won't offend or alienate my readers?
A: It's a balancing act. You don't want to use charged language or name-calling, but you also don't want to be wishy-washy and non-commital. One way of managing this is to introduce a full paragraph or two that lays out the argument of the other side in a fair way. This is called acknowledging the counter-argument. This paragraph(s) frequently appears directly after the introductory paragraph(s).
Q: I just don't have five double-spaced pages of thoughts/feelings about my paper. It's starting to feel repetitive and full of BS.
A: This is a real problem, and you're not alone. Most students (and writers in general) face this wall at some point in the writing process. One strategy is to "grow" your existing paragraphs. Writers frequently close down paragraphs after the obvious stuff has been stated. See if you can add a few sentences at the end of your paragraphs. Address the question: "So what?" Another strategy is to add paragraphs directly before your conclusion that are explicitly first-person. Forget about the secondary research; you've already covered that. Tell a story or two directly from your point of view. You can't be wrong. It's your experience, after all.
Q: Why do colleges even require certain documentation formats: MLA, Chicago, APA? It's so confusing. It also seems pointless.
A: I truly sympathize. In a perfect world, everyone would agree on a single format. We do not live in a perfect world. One thing that absolutely helps is to understand the reason we cite sources. It is simply a way to acknowledge that knowledge is produced socially. We learn things from other places, other writers, other culture producers. You, as a fellow writer are part of this broad dialogue. One way to make it less difficult is to approach MLA format as a detective investigating a crime scene. Pay attention to the details, however small and insignificant they seem. Compare your essay's format to one of the "official" MLA essays you've encountered in class.
Q: I'm just sick of my paper. Looking at it makes me feel bad about myself. It seems like everyone else "gets it," but I'm just spinning in the wind.
A: I wish I had a consoling answer to this question. It doesn't help too much to say, "Get over it." However, you're probably overestimating the gap between those who "get it" and those who don't. Try to accept that learning is difficult and frustrating. In some ways, I think "being uncomfortable" is necessary for true learning.
Q: OK. I finished my paper and I think it's OK. How can I make it better?
A: This might sound strange, but you would be surprised how many students never actually read the essays they write. So, take the time to read and reread your writing. I think it helps to make final revisions and edits on paper. Print it out. Use your pen to make notes and changes. Maybe you have a classmate writing the same assignment? Pair up. Read your essay out loud to your classmate. Listen closely. Another obvious strategy is to make an appointment with a tutor or with the instructor. This can only make your paper better.
