“I’m Just Not Good at Writing:” How Instructors Can Support Student Writers

‬Language is essential to the human experience and carries with it great power. Ruiz (2017) highlighted this: “The word is a force; it is the power you have to express and communicate, to think, and thereby to create the events in your life” (p. 14). Perhaps our most powerful use of language is through writing. Forster (1927) wrote, “How do I know what I think until I see what I say?” In other words, we must write to find out what we think.

However, negative self-talk about writing, such as being “bad” at it or seeing it as “impossible,” can significantly impact writing behaviors and rob individuals of the power of language. It can lead to a sense of overwhelm, lack of confidence (Busl et al., 2021; Holmes et al., 2018), procrastination, anxiety (Liang & Turner, 2021), and hindered growth.

So how do I get past that, to the point where I can see what I say? Here are 4 strategies to encourage students—and ourselves—to write with positivity and confidence!

1. Embrace the Writing Process

First, it is helpful to view a writing task as engaging in a process, including every moment we consider, brainstorm, outline, draft, and edit our work. These fluid and often overlapping steps can be identified as pre-writing, writing, and post-writing.

For instructors, a best practice for pre-writing is to encourage students to brainstorm and organize ideas. This could be as informal as bullet-pointing concepts within a section or as formal as using a traditional outline. During this stage of the process, conversation can be extremely helpful, especially with mentors and instructors (Bazrafkan et al., 2018; Holmes et al., 2018). That support can help struggling writers learn the steps needed to complete the project.

This, then, leads to writing, the next stage in the process. Solid preparation can significantly minimize the stress of facing a blank page. With a detailed outline, the writer then turns each section into sentences and paragraphs. Instructors can emphasize that perfection is not expected in the first draft, instead normalizing revision as an essential step in the process.

Here, structure is again useful. Using the “MEAL Plan” (Thompson Writing Program, n.d.), writers can create flow and cohesion. M stands for the main idea, which begins the paragraph. That is followed by E, evidence and examples. A, analysis, is the next step in developing a paragraph. This may mean beginning a sentence with “This research shows that…” to interpret how the evidence fits within the larger argument. Finally, the L refers to a link sentence that connects the final sentence to the main idea.

Last, post-writing or revision is perhaps the most important step to create clarity and coherence. Instructors can teach that revision is about refining ideas, not simply correcting grammar. Providing examples of your own work or another writer’s early drafts can demonstrate that even polished, professional work goes through this process.

2. Focus on Growth, Not Perfection

Writing is a skill that improves with practice. Encourage a growth mindset by setting small, process-based goals rather than focusing on completing a perfect piece of writing in one sitting. To do this, instructors can break down longer projects into smaller steps, such as drafting a thesis or reorganizing paragraphs. Praise progress and improvement over time. Encouraging the use of SMART goals can also be useful (Doran, 1981). Here is an example:

Specific: Write one paragraph of section two using the MEAL plan strategy.
Measurable: The paragraph will be five to eight sentences long.
Achievable: A paragraph is a manageable amount to write. I don’t need to be overwhelmed by the page requirement if I go step-by-step.
Relevant: This will get me closer to the next paragraph.
Time-bound: Finish by midnight tonight.

Achieving smaller goals like this can help the writer make significant progress bit by bit.

3. Develop Audience Awareness through Feedback

Encourage students to share their drafts with peers or writing tutors. Receiving feedback allows them to see their writing from a reader’s perspective, helping them make their writing clearer and more engaging.

However, peer review can be a time-waster if students merely respond to each other’s work by saying, “I like it.” Instead, provide specific instructions on how to give constructive feedback. For example, a student could identify four points on the rubric and ask the other student to show where their work aligns with those requirements or needs strengthening. Allow time for students to revise based on feedback.

4. Use Reflection as a Learning Tool

After completing a writing task, have students reflect on their process. Ask questions, such as: What part of the writing process was most challenging? What went well? How can you improve next time? Encouraging self-awareness about writers’ strengths and areas for growth can foster improvement in their writing skills.

To conclude, instructors can use these strategies to help their students build a more positive relationship with writing. When writers embrace the writing process, maintain a growth mindset, develop audience awareness, and reflect on past experiences, they can use the power of words to think, share, and express themselves. Ultimately, with this more positive relationship with writing, it becomes not merely a skill but a meaningful tool for communication and personal growth.

Bazrafkan L, Shokrpour N, Yousefi A, Yamani N. (2016). Management of stress and anxiety among PhD students during thesis writing: A qualitative study. Health Care Management, 35(3), 231-40. https://doi.org/10.1097/HCM.0000000000000120

Busl, G., Donnelly, K. L., & Capdevielle, M. (2020). Camping in the disciplines: Assessing the effect of writing camps on graduate student writers. In M. Brooks-Gillies, E. G. Garcia, S. H. Kim, K. Manthey, & T. G. Smith. Graduate writing across the disciplines: Identifying, teaching, and supporting. https://doi.org/10.37514/ATD-B.2020.0407.2.10

Doran, G. T. (1981, November). There’s a S.M.A.R.T. way to write management’s goals and objectives. Management Review.

Forster, E. M. (1927). Aspects of the novel. Mariner Books.

Holmes, B., Waterbury, T., Baltrinic, E., & Davis, A. (2018). Angst about academic writing: Graduate students at the brink. Contemporary Issues in Education Research, 11(2), 65-70. https://files.eric.ed.gov/fulltext/EJ1175167.pdf

Liang, F., & Turner, J. E. (2021). Writing anxiety among Chinese graduate students in an American educational setting. Journal of Ethnographic & Qualitative Research, 16(2), 139–158. https://eric.ed.gov/?id=EJ1339437

Ruiz, D. M. (1997). The four agreements. Amber-Allen Publishing.

Thompson Writing Program. (n.d.). The MEAL Plan. https://twp.duke.edu/sites/twp.duke.edu/files/file-attachments/meal-plan.original.pdf

‬Julie Stiegemeyer is a writing consultant and success coach at Concordia University Irvine. She has a Master’s in English and has taught everything from writing for English learners to composition and literature. Julie’s passion is helping students build their writing skills, and she loves seeing their confidence grow. She's also written over 20 children's books. Watching students develop through practice is what brings her the most joy.