Writing problems for high school students - Research Paper Example

College-level writing problems for high school As keep advancing from one stage to another, a myriad of challenges are faced especially when it is a completely new level. For instance, high school students face various challenges in trying to adjust to college-level writing. Many times, this can be a detriment to their learning especially when there is no one to guide them. Unless the problem is addressed promptly and a long-lasting solution is provided, this could have adverse effects on the learning success of a student. In this essay, the theory developed is that there are various problems leading to the snarl up. Additionally, there are recommendations that have been offered with an aim to ensure this group enjoys every moment of its learning. Anxiety On top of the list is the anxiety that many students have when the adjustment to college writing is a necessity. According to “Writing Anxiety” (p.2), since many are not accustomed to it, there is the feeling of mild confusion. As expected, when this issue goes unnoticed and unresolved, it leaves the student in an awkward position. This is because many fear asking questions lest they seem daft but it is not the way it ought to be. In order to resolve this, the teachers should explain in details what college-writing entails. Secondly, letting the students understand that it is normal for anxiety to exist where one has never been before is a great help to them. Additionally, anxiety can also be overcome by showing the students their strengths as opposed to highlighting weaknesses. In other words, whenever a student feels inferior because of not understanding the style of college writing, it is vital to show them that there are other strong areas to focus on. Style of writing Unlike in high school where students would write using any words, college-level writing prohibits usage of some words. Normally, this puts a block in the inexperienced student’s way because formal language has to be used. For instance, in college writing, the use of pronouns is hardly allowed; colloquialism and abbreviation of names are strictly to be avoided. Compare this situation with a student who used to write with little, if any regard, of the words and the problem is evident. Notwithstanding this seemingly obstacle, Sulivan (p.9) recommends that the first thing a student should be made to understand is that the variance is minimal. In other words, the creativity is as much needed, as was the case in high school. Normally, when the teacher implies a slight distinction, it gives the student some confidence. Research, citation and referencing Whereas high school students hardly perform research for many, if not all, of the stories written, college writing involves some rigorous research. The reason for this is to prepare the student acquire the relevant skills to give claims veracity. Obviously, many students in the colleges are pursuing various courses hoping to become the best in those professionals. Therefore, there has to be ample preparation on how to argue cases and gather credible evidence. This is where the high school students face a hitch because some of the projects require exhaustive research (Sullivan p.18). However, this is not a problem of handled properly by both the lecturers and the students. For the students, Saavedra and Esteban (p.1518) recommend that motivation of one’s dream is the only incentive in researching. In other words, the student ought to understand the goal being pursued and realize that the goal will require someone who loves arguing factually as opposed to using opinions or hearsay. Credible sources Even though the internet is the source of information, it should be noted that not all the data found here is usable in the academic field. Differentiating the between the credible sites from ones that are not is somewhat hectic to many students (Sullivan p.19). This, however, need not be the case if there is a lecturer around to guide the said group. In order to resolve this, the students ought to be told that blogs and other sites such Wikipedia are not viewed as peer-reviewed. Instead, educational sites, government and some organizations are the ones whose claims can be ascertained. As for teachers, it is vital to be a helper to students by firstly taking them through the research process. Secondly, recommending the right sites to search for the information as well reminding them how to paraphrase. Still, some students find it problematic to cite and reference the data but as Sullivan (p.28) noted this do not have to be the case. It is recommended that a student list down the sources even as the citation is taking place. Once done, the arrangement of the references, using the specified style ought to follow. In order to avoid confusion or referencing the wrong source, it is advisable to write the sources down as soon as one is through with citing. Argument and Critical thinking skills Critical thinking refers to the absolute and unbiased investigation of a case using facts and comparing with other conclusions. Whereas many high school students may somehow encountered this part, there is no comparison of the same with that of college. Saavedra and Esteban (p.1517) stated that this is another major problem faced by the students since it requires more than just an opinion. Since one has to peruse various ideas and compare before making a conclusion, many find this process tedious. In order to assist a student resolve this problem, an instructor ought to encourage a debate-like approach whereby the student now finds it exciting to argue the cases. Thesis statement or argument as is referred to by some, is another area many find it tenuous because of lack of words. Even though this part is something students ought to understand with much ease, some find it hard to develop a thesis statement (Sullivan p.27). Normally, this happens because there are no specific words one is given to choose from. Nonetheless, Saavedra and Esteban (p.1519) stated that in order for a student to succeed in this area, the only thing required is to take a certain side. For instance, when writing an argumentative essay, one ought to choose one side and state this stand at the introduction part without using the pronouns. Constant revisions Even though high school students used to revise work whenever there would a need to, the complication arises when it comes to college writing. In colleges, the lecturer does not focus only on the spelling mistakes but many components. For instance, a student has to follow instructions and if this is not done, the lecturer may instruct for a repeat of the entire paper. Obviously, this would mean fresh research and the whole work would be deemed unneeded thus becoming a discouragement to many. According to Sulivan (p.23), students need to understand the instruction first before attempting the paper. This way, there will be minimal revisions as opposed to doing the paper only to find instructions were not properly followed. Plagiarism It is not very often that a high school student will bother to understand the impact of plagiarism in writing mainly because at that level it is almost a non-issue. When the same student goes to a college, plagiarism becomes a serious issue whereby if caught, one’s results are normally rendered useless. Many times, college students especially, the new ones, find it somewhat hard to avoid plagiarism mostly because of lacking paraphrasing skills. Secondly, inability or forgetfulness in citation of the sources lead to work being classified as plagiarism, which is actually viewed as a form of cheating. In order to ensure this is not the case, Saavedra and Esteban (p.1522) recommends that the first thing a lecturer ought to do is explain the effects of plagiarism on a student’s learning. By letting a student understand that plagiarism is not only unethical but illegal as well, the issue is half-solved. Secondly, clearly explaining the impact plagiarism will have both on the student’s learning as well as the career makes the student realize the seriousness of the matter (Sullivan p.21). Finally, there has to be a guide on how it is avoided with the teachers being tasked with explaining to the students the various means to do so. As earlier stated, plagiarism can be avoided by proper citation, paraphrasing as well as referencing. Since not all students will adhere to these guidelines, this problem can also be solved by applying the same methods currently applicable by many institutions whereby a student’s results are cancelled. Worth noting is that this step ought to be taken against a student who has prior knowledge about plagiarism and methods to avoid it not new students. Different formats Whereas the formats used are not necessarily complicated, the fact that there are several of them make the student confused at times. As incredible as it may sound, it was reported that writing formats actually are a problem to many college students when beginning. Since not many were used to using such styles previously the challenge comes in mastering and differentiating them. Usually, the problem is more on the page formats as well as the citation and referencing page (“Writing Anxiety” p.7). For instance, some have minimal difference, a case in point being Chicago and Turbian, which is only separated by endnotes. In order to resolve this, it is recommendable that students take one format at time, spend ample time revising it until one gets the difference. Additionally, having materials that enable one to refer in case of forgetting is another sure way of making sure the problem is no more. Paper setting and research methods Normally, in college-writing papers have to be arranged in a particular way unlike in high school where the teachers centrally focused on the topic. For instance, an essay required in college stage ought to have an introduction whereby the thesis statement and the outline are well portrayed. Additionally, the body follows with topical sentence and backed up by unbiased evidence with the final part being the conclusion part. Immediately the student writes the introduction, the problem emerges since some are unable to figure out the next thing to write. This is a small issue solved by firstly outlining the paper even before you start writing (Saavedra and Esteban p.1525) In addition, in some papers a student may be asked to carry out a certain research whereby methodologies used have to be included. Since this is a task many are not familiar with, there tends to be a problem. Sulivan (p.28) asserted that this need not be an issue with proper instructions and assistance from the lecturers. The student ought to have this topic explained to them using various methods to avoid confusion, which is a resultant of the jargons used. By using simple language that a student easily identifies with, it makes it easier for them to comprehend. In conclusion, high school students face numerous challenges when attempting college-level writing, and understandably so. From research, problem-solving skills, plagiarism to the structure of the text, these are just some of the few issues forming the endless list of problems face in college writing. Nonetheless, this is a list whose every problem can be easily solved without necessarily causing heartache to the students. Lecturers ought to guide the students on how to carry out the research, avoiding plagiarism and structuring the essay. On the other and students have a role to play in becoming great college-level writers. Firstly, remembering that the course pursued require relentless efforts of research and critical-thinking. Secondly, viewing revision positively rather than a bother with a perception and a commitment to becoming perfect in the field. This way, the so-called problems will be solved with the easiest methods and insignificant efforts. Work cited Saavedra, Anna, and Esteban Saavedra. Do Colleges Cultivate Critical Thinking, Problem Solving, Writing And Interpersonal Skills?. Economics of Education Review 30.6 (2011): 1516-1526. Sullivan, Patrick. An Essential Question: What Is ··College-Level" Writing?. PubMed 12.2 (2014): 18-29. Print. The Writing Center,. Writing Anxiety. University of North Carolina. 2014. Retrieved 10 Nov. 2014 from http://writingcenter.unc.edu/handouts/writing-anxiety/ Read More