Katie Wills Evans, a poet and educator recognized as an EdSurge Voices of Change fellow, argues that teachers should push students toward difficult writing work rather than lower expectations to ease the burden.
Evans acknowledges that writing is genuinely hard. The cognitive load of generating ideas, organizing thoughts, drafting, and revising taxes students' mental resources. Fatigue and frustration follow naturally. Yet she contends that abandoning challenging writing assignments betrays students who need practice to develop this skill.
The tension is real. Schools face pressure to make learning accessible and reduce student stress. Some educators respond by simplifying assignments, offering templates, or focusing on low-stakes writing that requires minimal revision. These choices feel compassionate in the moment.
Evans argues differently. She believes teachers have a responsibility to maintain high standards while supporting students through the difficulty. The work itself, she suggests, builds capacity. Students learn to tolerate productive struggle. They discover that revision improves their thinking, not just their prose. They internalize that effort produces results.
Her position reflects a broader debate in education about rigor versus support. Can schools do both? The answer, educators increasingly recognize, is yes. High expectations paired with explicit instruction, feedback, and scaffolding create conditions where students attempt hard work and experience success.
Writing matters beyond English class. Across disciplines, strong writing communicates thinking clearly. Jobs require it. Citizens need it to engage civically. Students who avoid difficult writing in school enter adulthood unprepared for these demands.
Evans's stance doesn't mean ignoring barriers students face. Economic hardship, trauma, learning disabilities, and language backgrounds all shape capacity. Responsiveness to these realities matters. But responsiveness differs from lowering standards wholesale.
The practice seems to center on a simple principle: tell students writing is hard, then insist they do it anyway. Provide the tools, time, and