Writing is a difficult process as individuals find it hard to express their ideas on paper. Students should learn the art of writing and this must be maintained in the course of their studies. Writing entails areas of thinking, planning and organization. The reasoning process must be incorporated in the process. The subject matter is the most important aspect that students should maintain and this must be done in an effective manner. The writing process may be difficult as there are demanding requirements. Writing is a procedure and introductions, drafts and tedious revisions may influence the thinking process of the individual.
Among the most critical aspects that are difficult in writing include the maintenance of standards of writing. Students find it difficult to ensure that the criteria of work should be upheld at high standards. Arbitrary and matters of instructions have to be highlighted as the formats that are followed must be consistent. Styles and references used in the writing process may therefore be hard to implement. Language mechanics also form another aspect that is difficult for writers as students may distort meaning through sentence and word structure (Shanahan et. al 2006). Criminal justice papers have to be written in a clear and concise manner that partakes meaning of the text into consideration. It is easy to write documents that may be out of context due to changes in word meanings.
Writing also proves difficult for students as the process may not entice the student. Topics considered for writing are mainly chosen by teachers. Most topics that may be interesting to students in areas of criminal justice may be controversial i.e. abortion, gun laws and racial profiling amongst other matters that highlight current trends. Students remain opinionated about such issues though they may find it hard to express themselves through text and may be engaged in topics which they exhibit low interest.
References.
Shanahan, T., MacArthur, C. A., Graham, S., & Fitzgerald, J. (2006). Relations among oral language, reading, and writing development. Handbook of writing research, 171-183.
