Katie Wills Evans, a poet and educator, argues that teaching writing requires educators to embrace difficulty rather than sidestep it. Evans, named an EdSurge Voices of Change fellow for 2022-2023, contends that acknowledging writing's inherent challenges does not mean reducing expectations or simplifying assignments.
Her philosophy centers on a paradox: teachers should tell students writing is hard while still demanding they engage in rigorous writing work. This approach resists the trend toward lowering standards under the assumption that difficulty discourages learners. Instead, Evans frames hard work as valuable preparation for the thinking and expression skills students need beyond the classroom.
The distinction matters. Evans rejects two extremes: pretending writing is easy (which sets students up for disappointment) and removing writing-heavy assignments because they require effort. A third path exists. Teachers can name the struggle, model persistence through that struggle, and create structures that support students through challenging work.
Her perspective aligns with research on growth mindset and productive struggle. When educators normalize difficulty as part of learning rather than a sign of inadequacy, students develop resilience and deeper engagement with the craft. Writing demands that students clarify thinking, choose precise language, revise repeatedly, and accept feedback. These skills do not develop through easier alternatives.
Evans's stance has practical classroom implications. Rather than assigning brief responses or multiple-choice assessments as alternatives to essays, teachers can build scaffolds around longer writing projects. Peer feedback sessions, teacher conferences, and revision cycles acknowledge difficulty while providing support. Students learn that professional writers also struggle, revise, and sometimes fail before achieving clarity.
The "beautiful burden" language captures something important: the difficulty itself contains value. Confronting a blank page, wrestling with structure, or reworking a weak paragraph teaches discipline and problem-solving. When teachers communicate that these struggles are normal and worthwhile, students are more