For
ma·ny· ^
stu·dents·
wri·ting·
e·ssays·
can
be
a
long ,
drawn
out
and
pain·ful·
pro·cess· .
How·e·ver· ,
it
doe·sn't· ^
need
to
be
like
that
-
wri·ting·
e·ssays·
is
a
sim·ple·
and
straight
for·ward·
pro·cess· ,
pro·vi·ded·
that
you ^
un·der·stand·
the
main
steps
in
the
pro·cess· ,
then
fo·cus·
on
one ^
step
at
a
time .
Stu·dents·
who ^
are
try·ing·
to
do ^
two ^
or
more
steps
at
the
same
time
tend
to
sit
at
their ^
desks
for
hou·r·
u·pon·
hou·r· ,
sta·ring·
in·to· ^
space ,
or
su·cking·
the
end
of ^
their ^
pen ,
not
know·ing·
what
to
write
next .
The
fee·ling·
is
o·ften·
de·scribed·
by
the
stu·dent·
as
a
men·tal·
block .
To
help
you ^
get
a
clear
un·der·stan·ding·
of ^
the
wri·ting·
skills
we
teach ,
here
is
an
out·line·
of ^
the
main
sta·ges·
in
the
wri·ting·
pro·cess· :
By
ma·tri·cu·la·tion·
le·vel· ,
stu·dents·
must
be
a·ble·
to
write
high
qua·li·ty·
two ^
page
e·ssays·
in
a·bout·
half
an
hou·r· .
Ob·vi·ou·sly· ,
this
takes
prac·tice·
so
high
school
stu·dents·
need
to
ma·ster·
all
the
e·ssay·
wri·ting·
skills
out·lined·
a·bove· ^
by
a·bout·
year
10.
We
teach
stu·dents·
how
to
write
well
wri·tten·
e·ssays·
in
a
sy·ste·ma·tic·
and
prac·ti·cal·
way ,
by
re·la·ting·
the
skills
we
teach
to
the
work
that
is
be·ing·
done ^
at
school .
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