Types of Beginning Writers

By: Sean Savoie 

            Though writing is extremely personal and infinite, I regularly encounter certain types of writing students, many of whom take time to clearly judge. And though from the process of going from beginning to advanced the students may go through different phases, certain traits remain the same. 

            There is the "over-thinker." This type is of course able to grasp huge concepts and will attempt to transfer these thoughts onto paper in an essay as short as three pages. An essay written by the over-thinker tends to create more questions than answers, and, especially if written by an ESL student, is the most difficult kind of essay to revise. I sometimes get to the point of screaming, "Scope! Scope! You are trying to write a book in three pages!" Yet the over-thinker can very often progress to become an excellent writer of very concise essays, which still create questions but present astonishingly unique views. 

            Then of course there is the "Master of the obvious." This common type of beginner points out facts and conclusions that, though usually true, and even sometimes quite interesting, sound as if he or she is trying to prove to a teacher that the class textbook has been carefully studied. Such a writer tends to place a lot of importance on grammar and often writes in a style that seems to be teaching a five or six-year-old. Assuming this kind of student has creativity, the best way to guide him or her is to place a lot of emphasis on "audience". I need to ask the student, "who are you writing to?" Or rather as an English teacher I should say, "To whom are you writing?" If this does not cure the problem, a teacher should require the student to focus on narration, description, and vivid detail to open up the imagination. 

            Another very common sort of beginning writer is the "Introducer", who, though lacking enough information, uses more words to introduce each sentence than are used to express the idea itself. Such a writer will make a sentence like this: "It is my honest opinion in my way of thinking in my brain from things that I have observed in my lifetime that it may truly be possible that time seems to move faster as you get older." Such a sentence simply means: To me, time seems to move faster as I get older…. This type of problem is particularly difficult to correct because the writer feels that his explaining an idea is more important than the idea. I need to ask such a student, "Who are you? Who cares what you think?" This way of dealing with the student, though harsh, eventually compels that student to focus on the issue rather than on him or herself.

Then there is the "Evader." This type of young writer will write circles around an idea without coming out to address the idea directly. Such a writing problem can be terribly frustrating for writing teachers, who, in attempting to understand what the writer is trying to say, will very directly ask, "What in the world are you trying to say?" This type of student is sometimes shy and often very polite, not wanting to upset somebody by expressing an opinion that is strong. Ironically, the best way to deal with such a student is often to upset the student, causing him or her to write an extremely angry essay. I often say to this type of student, "An essay should punch straight to the face and draw blood! Make somebody cry." 

I often have a love-hate relationship with the rare student I call "The cynic." This type will only write a decent essay when the subject is personally interesting. Otherwise, this type of young writer cannot imagine why anybody would write an essay about such a boring topic. This frustrates writing teachers immensely! The biggest problem with this type is that he or she can often influence the attitude of the entire class, which slows the progress of every individual student. To this student, I usually say, "In high school, college, and the business world, most of the subjects you will write about are going to be completely boring to you, so just get used to it!" And then of course I also add, "Plus, the subject is only as boring as you make it. It is the responsibility of the writer to make the subject interesting." The cynic may require one on one instruction, and even then the teacher may be exhausted after class. 

Another rare yet often entertaining type of writer is one I call "The fighter." These young writers often turn out to be excellent authors of essays, yet they struggle and kick and scream when you give them criticism about the grammar, organization, and development of their essays. Such students love to argue about grammar, which is completely fine with me because I always prove them wrong and gain their respect, whereupon they listen to the more important ideas I must express to them about tone, persona, point of view, scope, audience, and so on. They continue to kick and scream, but they have the beautiful habit of getting back in touch with the teacher after becoming able to produce astounding essays in their freshman year of college. Nice! Writing teachers lived for this! 

And then of course there is the very rarest of writing students, "The natural." Many writing teachers will call the parents of such a child, thinking that this student has plagiarized parts of an essay. But I must admit that, after 15 years of teaching writing, I plainly see the difference. This natural type of precocious writer often reads a great deal of fiction and is more often attracted to fantasy or mystery stories, spending long hours reading and often becoming unusually excited about certain books. The natural is sometimes hard to determine in the early stages. He or she will incorporate ideas taught in class for each writing assignment, using many varied sentence patterns, metaphors, similes, colorful descriptions, and striking vocabulary. With the right guidance and a little dedication, the natural is able, sometimes after only a single year of study, to produce a first draft and timed essay that is a work of art. This often causes a writing teacher to think, "Wow! I wish I could write like that at that age!" The natural is too seldom aware of the exceptional ability he or she has and is more often or rather sensitive individual emotionally, which may be the primary reason why this type of student can write in such an exquisite way. The most important thing for a writing teacher in dealing with this student is not to stifle the creative impulse. Teachers should give guidance and focus on the development of the thesis yet never try to force such a student into formula writing simply for a test. In fact, a perceptive writing teacher has the ability to learn from such a student. 

The most ideal situation for writing teachers and students is when some of each of these types of students are in a class together and have the ability to cooperate. Differences are far more interesting than the similarities. And disagreement helps to create productive change. In the end, a true writing teacher, or as I like to say "Coach", must help each student to find his or her voice and effectively communicate it. So please, if you wish to be a flexible writing teacher, study a bit of personality psychology, and do not give up.