Why Your Students’ Writing Sucks (and How to Actually Fix It)

Let’s be honest—student writing can be rough. I’ve read enough essays to know when the problem isn’t just about grammar or spelling. Most of the time, bad writing is a symptom of deeper issues: confusion, lack of confidence, poor reading skills, or just plain inexperience expressing complex thoughts. And while it’s easy to throw our hands up and say, “They just can’t write,” the truth is, we can help them—really help them—but only if we understand what’s going wrong beneath the surface.

1. They Didn’t Understand What They Read

You can’t write about a text if you didn’t understand the text. Period. This is where poor writing begins: in weak reading. If students are misunderstanding the plot, missing the tone, or skipping over the author’s deeper purpose, their essays won’t make any sense.

What to do instead:Teach students to annotate with intention. Not just circling words or highlighting random lines—but actually interacting with the text. Use sticky notes. Model thinking aloud. Teach them to mark the confusing parts and ask questions. If they can’t show you their thought process during reading, they’re going to struggle hard when it’s time to write. (I personally LOVE Kylene Beers and what she’s developed in Notice & Note Signposts for Fiction & Non-Fiction. Check it out here & download for free.)

2. They Didn’t Understand the Prompt

Ever read an essay and think, “Did we even read the same question?” Yeah, me too. Kids rush into writing without really unpacking what the prompt is asking them to do.

What to do instead:Make “breaking down the prompt” a ritual. Underline the verbs. Box the topic. Ask: What do they want me to do? What part of the text should I focus on? Let students rewrite the prompt in their own words. It slows them down—in the best way.

3. They Don’t Understand Structure (or How to Link Their Ideas)

They might have the ideas. They might even have great ones. But if there’s no structure, no flow, and no connection between thoughts, the whole thing collapses. That’s when you get those wild essays that bounce from plot summary to personal opinions and back again with no warning.

What to do instead:Bring in graphic organizers—yes, even for high schoolers. Use them again and again until students can “see” the invisible structure of an essay in their heads. Teach them to ask questions of their own sentences: Why does this matter? What should I say next? Is there evidence that backs this up? If they learn to answer those questions in their writing, suddenly it doesn’t suck anymore. (If you’re looking for a GOOD LESSON – I got you. Check it out here)

4. They Need More Practice Expressing Their Thoughts (or Sentence Stems!)

Sometimes the ideas are there, but the words just won’t come. Writing is like working out—you don’t get stronger unless you do the reps. And if students only write once every few weeks, their writing will not improve. If you have Emerging Bilinguals in your class, offer them a stems and frames to help them work through the language. Here’s what I use in my classroom)

What to do instead:Low-stakes writing. Journals. Quick writes. Sentence stems. Exit tickets. Anything that forces them to get their thoughts out of their heads and onto paper, even if it’s messy. Quantity leads to quality—eventually.

5. They Need Practice with Self-Reflection and Teacher Feedback

You know what doesn’t work? Giving a student a 60 with a “Needs stronger evidence” comment and calling it a day. They need to engage with their writing—review it, reflect on it, and revise it. And they need us to tell them, clearly and consistently, what they’re doing right and what still needs work.

What to do instead:Give students a dedicated space (a notebook, digital doc, or sticky note chart) to track their own “frequent misses.” Create a feedback loop. Use student conferences, audio notes, or color-coded rubrics. Make feedback something they own. When students see progress, they feel more confident, and yes, even the quietest kid starts taking pride in their writing.

Final Thoughts: It’s Not Instant. It’s a Process.

There’s no magic button for good writing. You’re not going to fix a struggling writer in one lesson or even one grading period. And that’s okay. The goal isn’t perfection—it’s progress. With regular practice, meaningful feedback, and a whole lot of modeling and scaffolding, your students will get better.

So next time you find yourself groaning over another unstructured, barely-on-topic essay, take a breath. Remember what’s underneath the struggle—and start building from there.