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Common Problems in Elementary School Writing

Difficulties with Writing

❶Combining sentences Combine short sentences into longer, more varied structures; avoid choppy effects.

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Top 3 Challenges of Writing a Good Essay (and How to Overcome Them)
Attention Difficulties

The Lack of time section elaborates on this problem and suggests some methods of making its influence less overwhelming. Sometimes students feel that their abilities are just not enough to perform this or that academic assignment. It may be true or just a result of lack of self-confidence, but all the same it interferes with the process of writing and may paralyze corresponding abilities even if they exist. If you want to get to know more about this problem and how to deal with it, examine our Lack of talent article.

Lack of skills is, of course, one of the most common complaints students have when they encounter a particularly difficult assignment. If you want to get rid of this problem, there is, unfortunately, hardly any other way of doing it in addition to practicing as often as possible. In more detail you can read about it in the Lack of skills article. It is a natural and wide-spread state that may be the result of many outside and inside reasons.

If you want to get additional information on how to deal with this problem, you are free to study our Lack of motivation article. As you may see, even a short list of problems commonly encountered by students, who try to write essays, looks quite imposing. Learn about them and the ways of dealing with them and face your enemy prepared!

It developed from the evasion of responsibility for decades. Now the price has to be paid. We must come to terms with the it. Now we have to pay the price. Comma Splices Independent clauses, or complete sentences, should not be strung together with commas. A comma cannot ordinarily separate two independent clauses i. That error is called a "comma splice.

Or, remembering that variety in sentence length and rhythm is important, use subordination: Dangling modifier A modifier dangles when it does not modify the noun which immediately follows it. You might as well have written, "Looking out the window, the leaves began to fall" or "Sitting in the bathtub, the telephone rang.

Keep these admittedly silly examples in mind, especially if your sentence is something like, "Reading the poem carefully, irony shows what the author intended. Documentation Be sure that you understand the documentation system, MLA, used in this course; never manufacture your own style for notation.

If you do not understand the system we are using, please ask; you are assumed to understand and have a copy of the Department of English statement on use of sources. Be warned that documentation is expected whenever you cite some else's words or ideas. There are ample warnings on the syllabus about fair use of other people's work and academic dishonesty. You are responsible for asking questions if you are unsure about fair use of sources; you cannot plead ignorance.

By attending class once and signing in, you indicate that you understand and agree to abide by Department and University regulations on use of sources.

See the Department of English website for examples of what is and what is not the correct use of sources. The reader should not have to guess what your "it" refers to or where your "there" can be found. Sometimes it is not easy to avoid the dummy subject—perhaps this sentence is a case in point, but I could have written, "Sometimes the dummy subject is not easily avoided"—a bit shorter and more compact.

Learn how to omit needless words and get to the point. For "She fell down due to the fact that she hurried" write "She fell because she hurried. But being concise does not mean being abrupt; say only what needs saying, but say all that needs to be said. Note too that wordiness may result from uncertainty about what you want to say.

Learn to recognize this "exploratory style" as a stage in writing a good sentence, as part of the process, but not the final form.

Revise the evasive, indecisive quality out of your prose. Emphasis Structure sentences so that the important words and ideas stand out. Put important ideas and words in slots which stress their value. Sometimes by reversing the order of clauses you can shift the focus of the sentence to the main idea away from a less important one.

For example, "We learn that he values nothing more than success when we see him kill his own brother. Evidence Your paper must supply evidence for your argument. If you think a passage reveals an important idea about the aspect of the work you discuss, you should cite it. Just as it's important to avoid paraphrasing a work summing up its plot , it's important to select evidence carefully don't string quotes together one after another to fill up space with redundant examples.

Your paper must argue the details of the text, not general ideas; the more detailed the evidence, the more persuasive the case. Your evidence will reveal your sensitivity to language and how authors use it. Sentence fragments A fragment is a group of words or a phrase a dependent clause used as if it were a complete sentence an independent clause.

A fragment can be a dependent clause—a clause which must depend on, be connected to, a main or independent clause to form a complete sentence.

Sometimes fragments are used for effect—as in "She left the house in good order. Or so she thought. Generalizations General statements have the unexpected effect of undercutting the writer's authority and causing the reader to question his or her judgment. General statements tend to be abstract, categorical, and liable to be false.

Nominalization Reduce wordiness by writing with strong verbs rather than weak verbs and nouns. Verbs should convey the main idea and action of the sentence. Using nouns to name actions and weak verbs when strong verbs could carry the action and meaning of the sentence is called "nominalization. Paragraph design Every paragraph needs a central idea; the definition of a paragraph is A distinct passage or section of a discourse, chapter, or book, dealing with a particular point of the subject, the words of a distinct speaker, etc.

Oxford English Dictionary A paragraph a page long does not have ONE key idea but probably contains several somewhat related ideas run together. Examine the structure of every paragraph before you hand in a paper. What's the topic sentence? How do subsequent sentences relate to it?

Parallel constructions Employ parallel constructions for parallel ideas. Parallel constructions are easy to read and often express ideas elegantly and effectively. Strive to create them when they serve your purpose. Parenthetical phrases and restrictive clauses. Parenthetical expressions—phrases in apposition to a subject or to another phrase—must be set off by TWO commas, not one. For example, "In the third chapter, which he actually wrote first, the author claimed to have discovered the cure for cancer.

The "which" clause is set off by commas correctly here. These are also known as "nonrestrictive clauses" since they do not define the noun modified but add extra information. Passive voice Watch overuse of the passive voice structures in which the subject receives rather than initiates or performs the action: The ball was caught. Sometimes the passive is necessary and helpful, but too often it is abused and it obscures the real subject and action of the sentence.

The passive voice also becomes general and vague. It's usually better to write about people who do things than things which are done by an undefined somebody, especially if the whole point of writing is to write about people who ACT. Possessives and plurals Contractions are a matter of correctness rather than style.

The plural of man is men, and the possessive of men is men's, not mens'. Don't confuse "it is," contracted as "it's," with "its," the possessive adjective. Example of the confusion: The cup lost it's handle. For "it's" here read "its. The boy's came home late. Pronouns Beware of vague or confusing pronouns and antecedents.

Is it clear to what or to whom pronouns refer? Is the referent suppressed? The disaster was reported in the papers. They still didn't act. If you write "Government officials still didn't act" the reader understands. Be careful, when you begin sentences or paragraphs with "This," that the reader knows which noun "This" refers back to—if I've written "This what?

Always supply a noun to follow: Get into the habit of questioning your use of "This" in the sentence-initial position. Make sure that a pronoun refers back to the correct noun and that the pronoun is not ambiguous if two men have just been named, "he" could refer to either one of them.

Make sure that you use "who" to refer back to people and "that" to refer back to things. Punctuation Ordinarily, use commas only where you pause when reading a sentence aloud: Use a semi-colon ; as you would a period, not a comma. Use a semi-colon to separate items in a list or to separate two closely related independent clauses, not a dependent and an independent clause.

Do not isolate a dependent clause by putting a semi-colon ; before it, e. Repetition Edit for economy; remove repetitious words and phrases. Repetition undercuts the progress of the paper and causes the reader to lose interest. Look at each sentence in isolation from its context and learn to identify the new information a new sentence adds to the one before. When there isn't enough—or any—new information, you are repeating the old. Redundancy Avoid redundant and obvious expressions.

Don't tell the reader what he or she doesn't need to know. Since Smith and Jones are different people, the reader assumes that they took differing views and has to reread the sentence to see if something has been missed it hasn't, except by the author-as-editor. Try, "Smith and Jones took different views of the war. Run-on sentence are series of short sentences linked by "and" or some other conjunction these are very annoying to the reader they are easy to fix. Run-on sentences are series of short sentences linked by "and" or some other conjunction; annoying to the readers, they are easily fixed.

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Difficulty starting an essay is often one of the first problems you may run into. Typically, this happens if you skip the pre-writing step. You can save time by first identifying the purpose of your essay, then brainstorming points you might make to achieve that goal.

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Common Problems A person who encounters the necessity of writing an essay, often faces a number of problems, the majority of which are in no way unique and plagued writers throughout time. Thus, in order to write efficiently and successfully, one needs to know what he fights against.

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When studying in a university teaching all in English, we need to write a lot of academic essays and articles in English. So there are many difficulties in writing academic essays in English. Firstly, the most difficult part of writing an essay is the start. It is very hard to come up with a good thesis statement. Difficulties Of Writing / Essay buy online. For this reason, our a result, no assignment gets proper attention ans at last, great knowledge. Of high difficulties of writing within process for dissertations through. OWL resources will help you with the types.

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If you make satisfactory corrections to the problems singled out in comments at the end of the paper, the higher grade will be recorded; if you do not make the corrections, the lower grade will be recorded. The corrections will be due one week after the date on which papers are returned. Problems marked with * will be especially important to correct. Top 3 Challenges of Writing a Good Essay (and How to Overcome Them) 20 November, By Demi. With the end of the term steadily approaching, so are essay deadlines. You might be one of those students who’ve always wanted to book an appointment with the Writing Centre but for whatever reason, didn’t. Many problems you’ll face .