This is often only identified in the latter years of education. Often, articulate and intelligent students do not produce work commensurate with their other abilities and skills. Educators are frustrated as they can usually identify when a student is incapable of writing content matter that matches their verbal abilities. They don’t want to be regarded as being different. Reluctance, though, is common as students often believe that their condition is normal and that they are just experiencing what others may also be experiencing. Over time, it can compromise a student’s performance in exam conditions and present in later years as a real concern, impeding their progress to further year levels or more critically into tertiary study, apprenticeship courses or workplace opportunities.ĭisclosure at school and especially upon entering tertiary study can alleviate stress and bring about some change and support. It permeates all school and homework tasks.
Being a reluctant writer therefore holistically impacts learning, and is not just a ‘literacy class’ concern.
Despite efforts by educators and parents, they will cleverly create scenarios where they can evade the best efforts of people trying to help them.Īll classroom tasks, in practically all subject areas, involve some form of research, note taking, documentation and writing. They have failed so frequently and so consistently that they consider writing to be a chore, boring, demeaning and unsatisfying. Even encouraging struggling students to use spell checking or text to speech options is met with disdain. Word processing does not always excite students or encourage them to write. Even when using computers and software, the task is overwhelming and avoidance is better than experiencing continued failure. Composing essays, stories, poems and even lists are deemed to be too difficult and then they choose to opt out. This dilemma is not uncommon and boys are predominantly prone to avoiding text creation tasks at school and at home. Often disengaged learners rebel and choose not to write as they feel inadequate, compromised or “dumb” as they cannot compete or keep up with their peers. If this repeated failure continues, this can form the basis of a number of inappropriate behaviours and a negative attitude to text creation. This often results anxiety and loss of confidence. Typing can also present difficulty as identifying letters, accessing them with sufficient accuracy and speed or simply remembering what they wish to type, after incorrectly spelling then correcting a word, can cause frustration and result in poor performance. Legibility may be a concern or they have a physical condition that needs to be evaluated or assessed. Others discover that the mechanics of hand writing fail them as it is slow or laborious, and in some instances, fatiguing and painful. Some find planning and organising their thoughts challenging. They may have previously failed in creating text, have poor spelling, writing or typing skills or they are slow to create text. A number of reasons or factors may be involved. Some students dislike or struggle with writing or typing text.
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Using Graphics, Paint and Drawing Software to Create Textĭownload this document as an MS Word.
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