Confronting Writing Anxiety by Lauren Cone, UR Writing Fellow (printable version here )

Potential Situations Caused by Writing Anxiety—The Undesirable Results of Stress

Having some level of anxiety associated with writing is often a sign that you care about doing well. If this anxiety motivates you to devote thought and effort to your writing, your stress-induced attitude and mindset have a certain positive value.

In excessive quantities, however, stress can be a hindrance; herein lies the problem. If you suffer from writing anxiety, there are three typical ways in which you might act:

1. You might continually postpone working on your assignment and get a late begin. If you procrastinate, you may not have enough time to think about and compose what you want to write. This procrastination adversely affects both the quality of your writing and your sense of control over the situation.

Two. Sometimes you might become so jumpy that you feel incapable to write anything at all. This feeling is known as writer’s block, and it is akin to self-sabotage.

Trio. On the other end of the spectrum, you might devote too much time to worrying about how to make your paper flawless. In addition to causing you unnecessary stress, this treatment can take away time from other significant activities or assignments (Ryan 43).

None of these is the ideal way to write a paper you feel good about (nor the way to be a healthy, well-rounded college student). Gratefully, by assessing and adjusting your treatment to writing, you can confront both the individual and practical causes of your anxiety.

Causes for Writing Anxiety—Knowing the Enemy and Knowing Yourself

Very first, it helps to identify the cause(s) of your anxiety. If you can locate the factors that affect your attitude about writing, you can take steps to confront them and put your situation in perspective.

Writing anxiety can result from a multitude of social and academic factors. You may worry about your grade in a class, the deadline for a paper may be encroaching upon you, your parents may be pressuring you to excel, you may fear failure, you may be competitive by nature, you may be preoccupied with college life and social issues, or your professor may seem intimidating and relentless (Ryan 51-2, Sherwood 6).

Such circumstances are usual and understandable. They do, however, increase stress levels and become cumbersome distractions. The good news is that they do not have to dictate your state of mind or the paper you produce. If you suspect the source of your anxiety resembles one or more of the factors discussed above, attempt to locate and evaluate these triggers. Attempt to understand why certain aspects of attitude or lifestyle cause you anxiety; recognition embarks the process of reevaluation and ease.

Begin by asking yourself questions that relate to:

  • Being reasonable and fair (What are my expectations for myself? What are other’s expectations of me? Are these adequate? Intimidating? Motivating?)
  • Using realistic language (Would a less-than-perfect grade on one assignment literally ruin my academic record?)
  • Living with balance and contentment (Is my anxiety a one-time occurrence or a common situation for me? Does the pursuit of doing something ideally keep me from participating in things I love? How do my lifestyle choices affect my academics—and vice versa?)

It may help to discuss your answers with a trusted friend, family member, professor, or counselor.

Where to Go from Here—Practical Steps to Unlock the Writer in You

Understanding the assignment well is a basic but significant part of feeling certain in your capability to begin writing.

  • Read the assignment cautiously. Circle the key terms. Ask your professor to clarify anything about which you are uncertain.
  • If possible, arrange to meet with your professor during his/her office hours. Making this private connection can be fairly valuable. It can help you understand your professor’s expectations of you and of the assignment. Also, your taking the time to meet with him/her demonstrates that you treat the class and assignment with respect.
  • Brainstorming and organizing your ideas can be just as significant as the writing of your actual paper. Some helpful resources include:

  • “Getting Embarked ” Putting your ideas down on paper (or a screen) is an significant step to beginning your writing process. In this section of Writer’s Web, you will find links to several sites that propose low-pressure pre-writing strategies. Experiment with different types of pre-writing technics discussed in this section and see what works well for you.
  • “Building Writing Confidence ” Writing Consultant G. M. Smith shares some technologies to make writing an lighter practice.
  • “Where to Embark a Paper ” Here, you can begin to explore the thoughts you have informally. As you react to the questions on this web site, you will begin to make sense of the assignment. You might be astonished by how much you are ready and able to write.
  • “How to Write an Outline ” Writing Consultant Kathleen Lietzau explains the different types of outlines and the steps to take to make an effective outline. An outline lays out where you are headed before you get commenced, and this means that you are less likely to get lost along the way.
  • You can decrease the levels of stress and anxiety that accompany writing a paper by treating it as something that remains within your control.

  • Manage your paper so it shows up to be anything but a massive, formless undertaking. Break up the paper into segments (a good number is about three) based on the specific areas or arguments you will explore. Then, work on one chunk at a time.
  • Set goals, such as writing section “A” on Monday, and then prize yourself. Violates and puny prizes (buying a soda, calling a friend, watching a beloved television program, etc.) keep your mind from getting fatigued, and they reinforce your positive behavior.
  • Stand against the urge to edit as you go along. This interrupts any thought flow you have, and it often wastes time in the long run. Concentrate on getting out your ideas very first. You can stop and review later.
  • A meeting with a Writing Consultant can help make your paper more clear and coherent; you can discuss such issues as organization, support, and sentence structure. Click here to schedule an appointment.
  • Keep in mind that the University of Richmond offers a fine, free resource: Counseling and Psychological Services (CAPS). Academic concerns and stress are two of the thickest reasons why students meet with counselors. If you would like to make an appointment. visit the CAPS office at 201 Richmond Hall.

    Ryan, Leigh. The Bedford Guide for Writing Tutors. Boston: Bedford/St. Martin’s, 2002. Print.
    Sherwood, Steve. “Humor and the Serious Tutor.” Writing Center Journal 13.Two (1993): 3-12. Print.

    Confronting Writing Anxiety
    by Lauren Cone, UR Writing Fellow
    (printable version here )

    Potential Situations Caused by Writing Anxiety—The Undesirable Results of Stress

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