📝 Essay Writing: The Academic Version of “I’ll Do It Tomorrow” 😭
Every student has experienced this.
Your lecturer announces an essay assignment that’s due in three weeks.
At first, you’re calm. You even make a study plan. Maybe you open a new Google Doc and proudly type the title.
Then… nothing happens. 😎
A week passes.
Two weeks pass.
Suddenly, it’s 11:47 p.m., your essay is due tomorrow, and you’re asking yourself why you spent three hours watching random TikToks about penguins instead of writing. 🐧😭
Welcome to the essay-writing experience.
One of the biggest challenges students face isn’t actually writing—it’s getting started. Research by Steel (2007) found that procrastination is a common problem among students and is often linked to avoiding difficult or unpleasant tasks. In other words, if you’ve ever cleaned your entire room instead of writing an essay, you’re not alone. 😂
Another challenge is dealing with stress. According to Tice and Baumeister (1997), procrastination may provide short-term relief, but it often leads to increased stress as deadlines get closer. That’s why the sentence “I’ll do it later” has probably caused more panic than any assignment question ever could. 😭
Of course, writing essays isn’t all bad. Essays help students develop critical thinking, research skills, and the ability to communicate ideas effectively. Bean (2011) argues that writing encourages deeper learning because it requires students to analyze information rather than simply memorize it.
The secret to successful essay writing is surprisingly simple: start earlier than you think you need to.
Will most students follow this advice?
Probably not. 😂
But every semester gives us another opportunity to confidently say:
“This time, I’m definitely starting early.”🤫
References:
Bean, J. C. (2011). Engaging ideas: The professor’s guide to integrating writing, critical thinking, and active learning in the classroom (2nd ed.). Jossey-Bass.
Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65–94. https://doi.org/10.1037/0033-2909.133.1.65
Tice, D. M., & Baumeister, R. F. (1997). Longitudinal study of procrastination, performance, stress, and health. Psychological Science, 8(6), 454–458. https://doi.org/10.1111/j.1467-9280.1997.tb00460.x










