thesis statement about overcoming fear

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The official magazine for TIPsters in 4th–6th grade

Turning Fear into Confidence—A Personal Essay

October 14, 2020

Facing obstacles throughout your life is inevitable, and the obstacles you overcome can define who you are as a person. Not only will this build character and self-confidence, it will show others how strong you remained and inspire them to overcome their own challenges.

But overcoming obstacles is no simple task. Most obstacles are incredibly hard and testing. Yet, by overcoming them, you will come to understand why they are important. The significance of overcoming obstacles in life is to make you more grounded, courageous, and wise. For me, one of these life-altering obstacles emerged during my undergraduate years.

I had a serious fear of public speaking. There were times where I would struggle with presentations and in-class discussions. When these sessions would take place, my fear built up in a pressure cooker of discouragement and convulsive anguish. I felt humiliated before my teachers, partners, and most of all, my close friends. I soon realized, however, that the same people who seemed to be the source of my fear became my lifeline, their inspirational words filling my mind and heart with positive thoughts.

Seeing my struggles, my peers tried to build me up, to increase my confidence in myself and convince me that anything, including overcoming my fear of public speaking, could be accomplished with enough enthusiasm and belief in oneself.

The obstacles we face in life can distort how we see ourselves and cripple our ability to face our fears. By facing these conflicts head on, though, we can completely flip their effect on us, transforming them into experiences that strengthen our resilience and push the boundaries of what we think is possible to achieve.

Taking everything into account everything I’ve learned from this experience and many others like it that I’ve encountered in my life, it’s clear that obstacles are impossible to avoid, and when you do encounter them, you must view them as learning opportunities. You might just surprise yourself at how easily you overcome them.

This post was written by Duke TIP’s outgoing Marketing & Communications intern, Christina Gordon. Christina graduated from North Carolina Central University in the spring of 2020.

About Duke TIP

The Duke University Talent Identification Program (Duke TIP) is a nonprofit organization that has served over three million academically talented students in grades 4–12 since it was founded in 1980. Collaborating with educators and parents, TIP helps gifted students assess the extent of their academic abilities with above-grade-level testing, recognizes them for their achievements, and provides them with a variety of enrichment benefits as well as accelerated face-to-face and online educational programs.

Fear: Definition, Effects, and Overcoming Essay

• To find inspiration for your paper and overcome writer’s block
• As a source of information (ensure proper referencing)
• As a template for you assignment

Effects of fear

How to overcome fear.

Webster’s dictionary defines fear as “an unpleasant, sometimes strong emotion caused by an anticipation or awareness of danger” or “anxious concern” Fear is a feeling that causes agitation and anxiety mostly caused by presence or imminence of danger. It is a state or condition marked by feeling of agitation or anxiety. It can also be described as a feeling of disquiet. Fear is an abstract concept and may have different meanings. Holder (2007) adds that fear is more pervasive when there is lack of faith that we have greater significance in the universe than what we own or how others perceive us.

Fear is manifested in many ways in human beings. It may manifest as showing signs of withdrawing or by cowering. But the most profound manifestation of fear is anger and hatred. People acts out their insecurity as anger which shows that they are the most fearful people.

Effects of fear have been documented in many studies. Fear has been documented to case mind paralyses, heart attacks and closure of fallopian tube due to fear of pain during child birth (Jim Rohn, 2004), describes fear, indifference, indecision, doubt, worry and timidness as the five greatest enemies within us which can destroy our lives completely. Fear may manifest itself in physical short term effects or affect your whole life. It will affect both he physiology of the body and the brain. Fear generates stress which manifests itself physically in many signs physically and emotionally. It causes judgmental errors and affects our reasoning that most of time when we are in a fearful situation; we tend to take the wrong action.

According to Sidney B., (1988), fear is a great paralyzer. It will keep you from making positive changes in your life and thus retard your recovery from depression. He continues to argue that fear persuades you to set easier goals and do less than your capability. It will also cause internal defense system fooling you that you have good reasons not to change. Fear of failure reduces the available alternatives you can pursue because you cannot stand by the outcome of what you do. You always feel that you cannot succeed in anything you try. It will keep you away from seeking help because you don’t want others to see you as a failure. Fear has been identified by psychologist as what causes people to give up when they are one step short to their goal. It will keep you stuck or make you develop unhealthy habits and behavior problems. Most of all fear keeps many people from taking risks.

Rim Rohn, (2004), argues that we are not born with courage, neither are we born with fear. He argues that some of our fears are brought on by our own experiences by what someone has told us or what we read in papers and books. Sri Swami Sivananda, (2007), describes fear as an illusion that cannot live. He suggests that to overcome fear we should always feel the presence of a Supreme Being watching us, by meditating and developing positive thoughts all the time. We should devote ourselves to eradicating fear. Since we have seen that fear is developed within our minds, it can also be eradicated within our mind and hence it is just a matter of reconditioning our minds that will help us overcome fear. It is also suggesting that we should share with others our fears. In this way they will help us find solutions to the cause of fears. President Roosevelt said, “We have nothing to fear but the fear itself” hence fearing fear starts and ends with us.

Holder P. (2007): FEAR… YOUR WORST ENEMY . Web.

Rohn, J., (2004). Build courage to face the enemies within. Web.

Sidney S., (1998). Getting Unstuck: Breaking through Your Barriers to Change . Web.

Sri Sivanand, S. (2007). The Divine Life Society: How to overcome fear. Web.

• Management of Police Department
• The Using Phrase "Retardation"
• RIM and IBM Companies Environmental Scanning
• Personality Theory of Abraham Maslow Critique
• Postmodern Psychology and Counseling
• Philosophy: The Most Ancient Discipline of Knowledge
• Ethical Dilemma in the Psychologists Career
• Grief Counseling With Multicultural Clients
• Chicago (A-D)
• Chicago (N-B)

IvyPanda. (2021, September 3). Fear: Definition, Effects, and Overcoming. https://ivypanda.com/essays/fear-definition-effects-and-overcoming/

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IvyPanda . 2021. "Fear: Definition, Effects, and Overcoming." September 3, 2021. https://ivypanda.com/essays/fear-definition-effects-and-overcoming/.

1. IvyPanda . "Fear: Definition, Effects, and Overcoming." September 3, 2021. https://ivypanda.com/essays/fear-definition-effects-and-overcoming/.

Bibliography

IvyPanda . "Fear: Definition, Effects, and Overcoming." September 3, 2021. https://ivypanda.com/essays/fear-definition-effects-and-overcoming/.

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8 Overcoming Challenges College Essay Examples

The purpose of the Overcoming Challenges essay is for schools to see how you might handle the difficulties of college. They want to know how you grow, evolve, and learn when you face adversity. For this topic, there are many clichés , such as getting a bad grade or losing a sports game, so be sure to steer clear of those and focus on a topic that’s unique to you. (See our full guide on the Overcoming Challenges Essay for more tips).

These overcoming challenges essay examples were all written by real students. Read through them to get a sense of what makes a strong essay. At the end, we’ll present the revision process for the first essay and share some resources for improving your essay.

Please note: Looking at examples of real essays students have submitted to colleges can be very beneficial to get inspiration for your essays. You should never copy or plagiarize from these examples when writing your own essays. Colleges can tell when an essay isn’t genuine and will not view students favorably if they plagiarized. 

Essay 1: Becoming a Coach

“Advanced females ages 13 to 14 please proceed to staging with your coaches at this time.” Skittering around the room, eyes wide and pleading, I frantically explained my situation to nearby coaches. The seconds ticked away in my head; every polite refusal increased my desperation.

Despair weighed me down. I sank to my knees as a stream of competitors, coaches, and officials flowed around me. My dojang had no coach, and the tournament rules prohibited me from competing without one.

Although I wanted to remain strong, doubts began to cloud my mind. I could not help wondering: what was the point of perfecting my skills if I would never even compete? The other members of my team, who had found coaches minutes earlier, attempted to comfort me, but I barely heard their words. They couldn’t understand my despair at being left on the outside, and I never wanted them to understand.

Since my first lesson 12 years ago, the members of my dojang have become family. I have watched them grow up, finding my own happiness in theirs. Together, we have honed our kicks, blocks, and strikes. We have pushed one another to aim higher and become better martial artists. Although my dojang had searched for a reliable coach for years, we had not found one. When we attended competitions in the past, my teammates and I had always gotten lucky and found a sympathetic coach. Now, I knew this practice was unsustainable. It would devastate me to see the other members of my dojang in my situation, unable to compete and losing hope as a result. My dojang needed a coach, and I decided it was up to me to find one.

I first approached the adults in the dojang – both instructors and members’ parents. However, these attempts only reacquainted me with polite refusals. Everyone I asked told me they couldn’t devote multiple weekends per year to competitions. I soon realized that I would have become the coach myself.

At first, the inner workings of tournaments were a mystery to me. To prepare myself for success as a coach, I spent the next year as an official and took coaching classes on the side. I learned everything from motivational strategies to technical, behind-the-scenes components of Taekwondo competitions. Though I emerged with new knowledge and confidence in my capabilities, others did not share this faith.

Parents threw me disbelieving looks when they learned that their children’s coach was only a child herself. My self-confidence was my armor, deflecting their surly glances. Every armor is penetrable, however, and as the relentless barrage of doubts pounded my resilience, it began to wear down. I grew unsure of my own abilities.

Despite the attack, I refused to give up. When I saw the shining eyes of the youngest students preparing for their first competition, I knew I couldn’t let them down. To quit would be to set them up to be barred from competing like I was. The knowledge that I could solve my dojang’s longtime problem motivated me to overcome my apprehension.

Now that my dojang flourishes at competitions, the attacks on me have weakened, but not ended. I may never win the approval of every parent; at times, I am still tormented by doubts, but I find solace in the fact that members of my dojang now only worry about competing to the best of their abilities.

Now, as I arrive at a tournament with my students, I close my eyes and remember the past. I visualize the frantic search for a coach and the chaos amongst my teammates as we competed with one another to find coaches before the staging calls for our respective divisions. I open my eyes to the exact opposite scene. Lacking a coach hurt my ability to compete, but I am proud to know that no member of my dojang will have to face that problem again.

This essay begins with an in-the-moment narrative that really illustrates the chaos of looking for a coach last-minute. We feel the writer’s emotions, particularly their dejectedness, at not being able to compete.

Through this essay, we can see how gutsy and determined the student is in deciding to become a coach themselves. The writer shows us these characteristics through their actions, rather than explicitly telling us: To prepare myself for success as a coach, I spent the next year as an official and took coaching classes on the side.

One area of improvement of this essay would be the “attack” wording. The author likely uses this word as a metaphor for martial arts, but it feels too strong to describe the adults’ doubt of the student’s abilities as a coach, and can even be confusing at first.

Still, we see the student’s resilience as they are able to move past the disbelieving looks to help their team. The essay is kept real and vulnerable, however, as the writer admits having doubts: Every armor is penetrable, however, and as the relentless barrage of doubts pounded my resilience, it began to wear down. I grew unsure of my own abilities.

The essay comes full circle as the author recalls the frantic situations in seeking out a coach, but this is no longer a concern for them and their team. Overall, this essay is extremely effective in painting this student as mature, bold, and compassionate.

Essay 2: Starting a Fire

Was I no longer the beloved daughter of nature, whisperer of trees? Knee-high rubber boots, camouflage, bug spray—I wore the garb and perfume of a proud wild woman, yet there I was, hunched over the pathetic pile of stubborn sticks, utterly stumped, on the verge of tears. As a child, I had considered myself a kind of rustic princess, a cradler of spiders and centipedes, who was serenaded by mourning doves and chickadees, who could glide through tick-infested meadows and emerge Lyme-free. I knew the cracks of the earth like the scars on my own rough palms. Yet here I was, ten years later, incapable of performing the most fundamental outdoor task: I could not, for the life of me, start a fire. 

Furiously I rubbed the twigs together—rubbed and rubbed until shreds of skin flaked from my fingers. No smoke. The twigs were too young, too sticky-green; I tossed them away with a shower of curses, and began tearing through the underbrush in search of a more flammable collection. My efforts were fruitless. Livid, I bit a rejected twig, determined to prove that the forest had spurned me, offering only young, wet bones that would never burn. But the wood cracked like carrots between my teeth—old, brittle, and bitter. Roaring and nursing my aching palms, I retreated to the tent, where I sulked and awaited the jeers of my family. 

Rattling their empty worm cans and reeking of fat fish, my brother and cousins swaggered into the campsite. Immediately, they noticed the minor stick massacre by the fire pit and called to me, their deep voices already sharp with contempt. 

“Where’s the fire, Princess Clara?” they taunted. “Having some trouble?” They prodded me with the ends of the chewed branches and, with a few effortless scrapes of wood on rock, sparked a red and roaring flame. My face burned long after I left the fire pit. The camp stank of salmon and shame. 

In the tent, I pondered my failure. Was I so dainty? Was I that incapable? I thought of my hands, how calloused and capable they had been, how tender and smooth they had become. It had been years since I’d kneaded mud between my fingers; instead of scaling a white pine, I’d practiced scales on my piano, my hands softening into those of a musician—fleshy and sensitive. And I’d gotten glasses, having grown horrifically nearsighted; long nights of dim lighting and thick books had done this. I couldn’t remember the last time I had lain down on a hill, barefaced, and seen the stars without having to squint. Crawling along the edge of the tent, a spider confirmed my transformation—he disgusted me, and I felt an overwhelming urge to squash him. 

Yet, I realized I hadn’t really changed—I had only shifted perspective. I still eagerly explored new worlds, but through poems and prose rather than pastures and puddles. I’d grown to prefer the boom of a bass over that of a bullfrog, learned to coax a different kind of fire from wood, having developed a burn for writing rhymes and scrawling hypotheses. 

That night, I stayed up late with my journal and wrote about the spider I had decided not to kill. I had tolerated him just barely, only shrieking when he jumped—it helped to watch him decorate the corners of the tent with his delicate webs, knowing that he couldn’t start fires, either. When the night grew cold and the embers died, my words still smoked—my hands burned from all that scrawling—and even when I fell asleep, the ideas kept sparking—I was on fire, always on fire.

This essay is an excellent example because the writer turns an everyday challenge—starting a fire—into an exploration of her identity. The writer was once “a kind of rustic princess, a cradler of spiders and centipedes,” but has since traded her love of the outdoors for a love of music, writing, and reading. 

The story begins in media res , or in the middle of the action, allowing readers to feel as if we’re there with the writer. One of the essay’s biggest strengths is its use of imagery. We can easily visualize the writer’s childhood and the present day. For instance, she states that she “rubbed and rubbed [the twigs] until shreds of skin flaked from my fingers.”

The writing has an extremely literary quality, particularly with its wordplay. The writer reappropriates words and meanings, and even appeals to the senses: “My face burned long after I left the fire pit. The camp stank of salmon and shame.” She later uses a parallelism to cleverly juxtapose her changed interests: “instead of scaling a white pine, I’d practiced scales on my piano.”

One of the essay’s main areas of improvement is its overemphasis on the “story” and lack of emphasis on the reflection. The second to last paragraph about changing perspective is crucial to the essay, as it ties the anecdote to larger lessons in the writer’s life. She states that she hasn’t changed, but has only shifted perspective. Yet, we don’t get a good sense of where this realization comes from and how it impacts her life going forward. 

The end of the essay offers a satisfying return to the fire imagery, and highlights the writer’s passion—the one thing that has remained constant in her life.

Essay 3: Last-Minute Switch

The morning of the Model United Nation conference, I walked into Committee feeling confident about my research. We were simulating the Nuremberg Trials – a series of post-World War II proceedings for war crimes – and my portfolio was of the Soviet Judge Major General Iona Nikitchenko. Until that day, the infamous Nazi regime had only been a chapter in my history textbook; however, the conference’s unveiling of each defendant’s crimes brought those horrors to life. The previous night, I had organized my research, proofread my position paper and gone over Judge Nikitchenko’s pertinent statements. I aimed to find the perfect balance between his stance and my own.

As I walked into committee anticipating a battle of wits, my director abruptly called out to me. “I’m afraid we’ve received a late confirmation from another delegate who will be representing Judge Nikitchenko. You, on the other hand, are now the defense attorney, Otto Stahmer.” Everyone around me buzzed around the room in excitement, coordinating with their allies and developing strategies against their enemies, oblivious to the bomb that had just dropped on me. I felt frozen in my tracks, and it seemed that only rage against the careless delegate who had confirmed her presence so late could pull me out of my trance. After having spent a month painstakingly crafting my verdicts and gathering evidence against the Nazis, I now needed to reverse my stance only three hours before the first session.

Gradually, anger gave way to utter panic. My research was fundamental to my performance, and without it, I knew I could add little to the Trials. But confident in my ability, my director optimistically recommended constructing an impromptu defense. Nervously, I began my research anew. Despite feeling hopeless, as I read through the prosecution’s arguments, I uncovered substantial loopholes. I noticed a lack of conclusive evidence against the defendants and certain inconsistencies in testimonies. My discovery energized me, inspiring me to revisit the historical overview in my conference “Background Guide” and to search the web for other relevant articles. Some Nazi prisoners had been treated as “guilty” before their court dates. While I had brushed this information under the carpet while developing my position as a judge, i t now became the focus of my defense. I began scratching out a new argument, centered on the premise that the allied countries had violated the fundamental rule that, a defendant was “not guilty” until proven otherwise.

At the end of the three hours, I felt better prepared. The first session began, and with bravado, I raised my placard to speak. Microphone in hand, I turned to face my audience. “Greetings delegates. I, Otto Stahmer would like to…….” I suddenly blanked. Utter dread permeated my body as I tried to recall my thoughts in vain. “Defence Attorney, Stahmer we’ll come back to you,” my Committee Director broke the silence as I tottered back to my seat, flushed with embarrassment. Despite my shame, I was undeterred. I needed to vindicate my director’s faith in me. I pulled out my notes, refocused, and began outlining my arguments in a more clear and direct manner. Thereafter, I spoke articulately, confidently putting forth my points. I was overjoyed when Secretariat members congratulated me on my fine performance.

Going into the conference, I believed that preparation was the key to success. I wouldn’t say I disagree with that statement now, but I believe adaptability is equally important. My ability to problem-solve in the face of an unforeseen challenge proved advantageous in the art of diplomacy. Not only did this experience transform me into a confident and eloquent delegate at that conference, but it also helped me become a more flexible and creative thinker in a variety of other capacities. Now that I know I can adapt under pressure, I look forward to engaging in activities that will push me to be even quicker on my feet.

This essay is an excellent example because it focuses on a unique challenge and is highly engaging. The writer details their experience reversing their stance in a Model UN trial with only a few hours notice, after having researched and prepared to argue the opposite perspective for a month. 

Their essay is written in media res , or in the middle of the action, allowing readers to feel as if we’re there with the writer. The student openly shares their internal thoughts with us — we feel their anger and panic upon the reversal of roles. We empathize with their emotions of “utter dread” and embarrassment when they’re unable to speak. 

From the essay, we learn that the student believes in thorough preparation, but can also adapt to unforeseen obstacles. They’re able to rise to the challenge and put together an impromptu argument, think critically under pressure, and recover after their initial inability to speak. 

Essay 4: Music as a Coping Mechanism

CW: This essay mentions self-harm.

Sobbing uncontrollably, I parked around the corner from my best friend’s house. As I sat in the driver’s seat, I whispered the most earnest prayer I had ever offered.

Minutes before, I had driven to Colin’s house to pick up a prop for our upcoming spring musical. When I got there, his older brother, Tom, came to the door and informed me that no one else was home. “No,” I corrected, “Colin is here. He’s got a migraine.” Tom shook his head and gently told me where Colin actually was: the psychiatric unit of the local hospital. I felt a weight on my chest as I connected the dots; the terrifying picture rocked my safe little world. Tom’s words blurred as he explained Colin’s self-harm, but all I could think of was whether I could have stopped him. Those cuts on his arms had never been accidents. Colin had lied, very convincingly, many times. How could I have ignored the signs in front of me? Somehow, I managed to ask Tom whether I could see him, but he told me that visiting hours for non-family members were over for the day. I would have to move on with my afternoon.

Once my tears had subsided a little, I drove to the theater, trying to pull myself together and warm up to sing. How would I rehearse? I couldn’t sing three notes without bursting into tears. “I can’t do this,” I thought. But then I realized that the question wasn’t whether I could do it. I knew Colin would want me to push through, and something deep inside told me that music was the best way for me to process my grief. I needed to sing.

I practiced the lyrics throughout my whole drive. The first few times, I broke down in sobs. By the time I reached the theater, however, the music had calmed me. While Colin would never be far from my mind, I had to focus on the task ahead: recording vocals and then producing the video trailer that would be shown to my high school classmates. I fought to channel my worry into my recording. If my voice shook during the particularly heartfelt moments, it only added emotion and depth to my performance. I felt Colin’s absence next to me, but even before I listened to that first take, I knew it was a keeper.

With one of my hurdles behind me, I steeled myself again and prepared for the musical’s trailer. In a floor-length black cape and purple dress, I swept regally down the steps to my director, who waited outside. Under a gloomy sky that threatened to turn stormy, I boldly strode across the street, tossed a dainty yellow bouquet, and flashed confident grins at all those staring. My grief lurched inside, but I felt powerful. Despite my sadness, I could still make art.

To my own surprise, I successfully took back the day. I had felt pain, but I had not let it drown me – making music was a productive way to express my feelings than worrying. Since then, I have been learning to take better care of myself in difficult situations. That day before rehearsal, I found myself in the most troubling circumstances of my life thus far, but they did not sink me because I refused to sink. When my aunt developed cancer several months later, I knew that resolution would not come quickly, but that I could rely on music to cope with the agony, even when it would be easier to fall apart. Thankfully, Colin recovered from his injuries and was home within days. The next week, we stood together on stage at our show’s opening night. As our eyes met and our voices joined in song, I knew that music would always be our greatest mechanism for transforming pain into strength.

This essay is well-written, as we can feel the writer’s emotions through the thoughts they share, and visualize the night of the performance through their rich descriptions. Their varied sentence length also makes the essay more engaging.

That said, this essay is not a great example because of the framing of the topic. The writer can come off as insensitive since they make their friend’s struggle about themself and their emotions (and this is only worsened by the mention of their aunt’s cancer and how it was tough on them ). The essay would’ve been stronger if it focused on their guilt of not recognizing their friend’s struggles and spanned a longer period of time to demonstrate gradual relationship building and reflection. Still, this would’ve been difficult to do well.

In general, you should try to choose a challenge that is undeniably your own, and you should get at least one or two people to read your essay to give you candid feedback.

Essay 5: Dedicating a Track

“Getting beat is one thing – it’s part of competing – but I want no part in losing.” Coach Rob Stark’s motto never fails to remind me of his encouragement on early-morning bus rides to track meets around the state. I’ve always appreciated the phrase, but an experience last June helped me understand its more profound, universal meaning.

Stark, as we affectionately call him, has coached track at my high school for 25 years. His care, dedication, and emphasis on developing good character has left an enduring impact on me and hundreds of other students. Not only did he help me discover my talent and love for running, but he also taught me the importance of commitment and discipline and to approach every endeavor with the passion and intensity that I bring to running. When I learned a neighboring high school had dedicated their track to a longtime coach, I felt that Stark deserved similar honors.

Our school district’s board of education indicated they would only dedicate our track to Stark if I could demonstrate that he was extraordinary. I took charge and mobilized my teammates to distribute petitions, reach out to alumni, and compile statistics on the many team and individual champions Stark had coached over the years. We received astounding support, collecting almost 3,000 signatures and pages of endorsements from across the community. With help from my teammates, I presented this evidence to the board.

They didn’t bite. 

Most members argued that dedicating the track was a low priority. Knowing that we had to act quickly to convince them of its importance, I called a team meeting where we drafted a rebuttal for the next board meeting. To my surprise, they chose me to deliver it. I was far from the best public speaker in the group, and I felt nervous about going before the unsympathetic board again. However, at that second meeting, I discovered that I enjoy articulating and arguing for something that I’m passionate about.

Public speaking resembles a cross country race. Walking to the starting line, you have to trust your training and quell your last minute doubts. When the gun fires, you can’t think too hard about anything; your performance has to be instinctual, natural, even relaxed. At the next board meeting, the podium was my starting line. As I walked up to it, familiar butterflies fluttered in my stomach. Instead of the track stretching out in front of me, I faced the vast audience of teachers, board members, and my teammates. I felt my adrenaline build, and reassured myself: I’ve put in the work, my argument is powerful and sound. As the board president told me to introduce myself, I heard, “runners set” in the back of my mind. She finished speaking, and Bang! The brief silence was the gunshot for me to begin. 

The next few minutes blurred together, but when the dust settled, I knew from the board members’ expressions and the audience’s thunderous approval that I had run quite a race. Unfortunately, it wasn’t enough; the board voted down our proposal. I was disappointed, but proud of myself, my team, and our collaboration off the track. We stood up for a cause we believed in, and I overcame my worries about being a leader. Although I discovered that changing the status quo through an elected body can be a painstakingly difficult process and requires perseverance, I learned that I enjoy the challenges this effort offers. Last month, one of the school board members joked that I had become a “regular” – I now often show up to meetings to advocate for a variety of causes, including better environmental practices in cafeterias and safer equipment for athletes.

Just as Stark taught me, I worked passionately to achieve my goal. I may have been beaten when I appealed to the board, but I certainly didn’t lose, and that would have made Stark proud.

While the writer didn’t succeed in getting the track dedicated to Coach Stark, their essay is certainly successful in showing their willingness to push themselves and take initiative.

The essay opens with a quote from Coach Stark that later comes full circle at the end of the essay. We learn about Stark’s impact and the motivation for trying to get the track dedicated to him.

One of the biggest areas of improvement in the intro, however, is how the essay tells us Stark’s impact rather than showing us: His care, dedication, and emphasis on developing good character has left an enduring impact on me and hundreds of other students. Not only did he help me discover my talent and love for running, but he also taught me the importance of commitment and discipline and to approach every endeavor with the passion and intensity that I bring to running.

The writer could’ve helped us feel a stronger emotional connection to Stark if they had included examples of Stark’s qualities, rather than explicitly stating them. For example, they could’ve written something like: Stark was the kind of person who would give you gas money if you told him your parents couldn’t afford to pick you up from practice. And he actually did that—several times. At track meets, alumni regularly would come talk to him and tell him how he’d changed their lives. Before Stark, I was ambivalent about running and was on the JV team, but his encouragement motivated me to run longer and harder and eventually make varsity. Because of him, I approach every endeavor with the passion and intensity that I bring to running.

The essay goes on to explain how the writer overcame their apprehension of public speaking, and likens the process of submitting an appeal to the school board to running a race. This metaphor makes the writing more engaging and allows us to feel the student’s emotions.

While the student didn’t ultimately succeed in getting the track dedicated, we learn about their resilience and initiative: I now often show up to meetings to advocate for a variety of causes, including better environmental practices in cafeterias and safer equipment for athletes.

Overall, this essay is well-done. It demonstrates growth despite failing to meet a goal, which is a unique essay structure. The running metaphor and full-circle intro/ending also elevate the writing in this essay.

Essay 6: Body Image

CW: This essay mentions eating disorders.

I press the “discover” button on my Instagram app, hoping to find enticing pictures to satisfy my boredom. Scrolling through, I see funny videos and mouth-watering pictures of food. However, one image stops me immediately. A fit teenage girl with a “perfect body” relaxes in a bikini on a beach. Beneath it, I see a slew of flattering comments. I shake with disapproval over the image’s unrealistic quality. However, part of me still wants to have a body like hers so that others will make similar comments to me.

I would like to resolve a silent issue that harms many teenagers and adults: negative self image and low self-esteem in a world where social media shapes how people view each other. When people see the façades others wear to create an “ideal” image, they can develop poor thought patterns rooted in negative self-talk. The constant comparisons to “perfect” others make people feel small. In this new digital age, it is hard to distinguish authentic from artificial representations.

When I was 11, I developed anorexia nervosa. Though I was already thin, I wanted to be skinny like the models that I saw on the magazine covers on the grocery store stands. Little did I know that those models probably also suffered from disorders, and that photoshop erased their flaws. I preferred being underweight to being healthy. No matter how little I ate or how thin I was, I always thought that I was too fat. I became obsessed with the number on the scale and would try to eat the least that I could without my parents urging me to take more. Fortunately, I stopped engaging in anorexic behaviors before middle school. However, my underlying mental habits did not change. The images that had provoked my disorder in the first place were still a constant presence in my life.

By age 15, I was in recovery from anorexia, but suffered from depression. While I used to only compare myself to models, the growth of social media meant I also compared myself to my friends and acquaintances. I felt left out when I saw my friends’ excitement about lake trips they had taken without me. As I scrolled past endless photos of my flawless, thin classmates with hundreds of likes and affirming comments, I felt my jealousy spiral. I wanted to be admired and loved by other people too. However, I felt that I could never be enough. I began to hate the way that I looked, and felt nothing in my life was good enough. I wanted to be called “perfect” and “body goals,” so I tried to only post at certain times of day to maximize my “likes.” When that didn’t work, I started to feel too anxious to post anything at all.  

Body image insecurities and social media comparisons affect thousands of people – men, women, children, and adults – every day. I am lucky – after a few months of my destructive social media habits, I came across a video that pointed out the illusory nature of social media; many Instagram posts only show off good things while people hide their flaws. I began going to therapy, and recovered from my depression. To address the problem of self-image and social media, we can all focus on what matters on the inside and not what is on the surface. As an effort to become healthy internally, I started a club at my school to promote clean eating and radiating beauty from within. It has helped me grow in my confidence, and today I’m not afraid to show others my struggles by sharing my experience with eating disorders. Someday, I hope to make this club a national organization to help teenagers and adults across the country. I support the idea of body positivity and embracing difference, not “perfection.” After all, how can we be ourselves if we all look the same?

This essay covers the difficult topics of eating disorders and mental health. If you’re thinking about covering similar topics in your essay, we recommend reading our post Should You Talk About Mental Health in College Essays?

The short answer is that, yes, you can talk about mental health, but it can be risky. If you do go that route, it’s important to focus on what you learned from the experience.

We can see that the writer of this essay has been through a lot, and a strength of their essay is their vulnerability, in excerpts such as this: I wanted to be admired and loved by other people too. However, I felt that I could never be enough. I began to hate the way that I looked, and felt nothing in my life was good enough. I wanted to be called “perfect” and “body goals,” so I tried to only post at certain times of day to maximize my “likes.”

The student goes on to share how they recovered from their depression through an eye-opening video and therapy sessions, and they’re now helping others find their self-worth as well. It’s great that this essay looks towards the future and shares the writer’s goals of making their club a national organization; we can see their ambition and compassion.

The main weakness of this essay is that it doesn’t focus enough on their recovery process, which is arguably the most important part. They could’ve told us more about the video they watched or the process of starting their club and the interactions they’ve had with other members.

Still, this essay shows us that this student is honest, self-aware, and caring, which are all qualities admissions officer are looking for.

Essay 7: Health Crisis

Tears streamed down my face and my mind was paralyzed with fear. Sirens blared, but the silent panic in my own head was deafening. I was muted by shock. A few hours earlier, I had anticipated a vacation in Washington, D.C., but unexpectedly, I was rushing to the hospital behind an ambulance carrying my mother. As a fourteen-year-old from a single mother household, without a driver’s license, and seven hours from home, I was distraught over the prospect of losing the only parent I had. My fear turned into action as I made some of the bravest decisions of my life. 

Three blood transfusions later, my mother’s condition was stable, but we were still states away from home, so I coordinated with my mother’s doctors in North Carolina to schedule the emergency operation that would save her life. Throughout her surgery, I anxiously awaited any word from her surgeon, but each time I asked, I was told that there had been another complication or delay. Relying on my faith and positive attitude, I remained optimistic that my mother would survive and that I could embrace new responsibilities.

My mother had been a source of strength for me, and now I would be strong for her through her long recovery ahead. As I started high school, everyone thought the crisis was over, but it had really just started to impact my life. My mother was often fatigued, so I assumed more responsibility, juggling family duties, school, athletics, and work. I made countless trips to the neighborhood pharmacy, cooked dinner, biked to the grocery store, supported my concerned sister, and provided the loving care my mother needed to recover. I didn’t know I was capable of such maturity and resourcefulness until it was called upon. Each day was a stage in my gradual transformation from dependence to relative independence.

Throughout my mother’s health crisis, I matured by learning to put others’ needs before my own. As I worried about my mother’s health, I took nothing for granted, cherished what I had, and used my daily activities as motivation to move forward. I now take ownership over small decisions such as scheduling daily appointments and managing my time but also over major decisions involving my future, including the college admissions process. Although I have become more independent, my mother and I are inseparably close, and the realization that I almost lost her affects me daily. Each morning, I wake up ten minutes early simply to eat breakfast with my mother and spend time with her before our busy days begin. I am aware of how quickly life can change. My mother remains a guiding force in my life, but the feeling of empowerment I discovered within myself is the ultimate form of my independence. Though I thought the summer before my freshman year would be a transition from middle school to high school, it was a transformation from childhood to adulthood.

This essay feels real and tells readers a lot about the writer. To start at the beginning, the intro is 10/10. It has drama, it has emotions, and it has the reader wanting more.

And, when you keep going, you get to learn a lot about a very resilient and mature student. Through sentences like “I made countless trips to the neighborhood pharmacy, cooked dinner, biked to the grocery store, supported my concerned sister, and provided the loving care my mother needed to recover” and “Relying on my faith and positive attitude, I remained optimistic that my mother would survive and that I could embrace new responsibilities,” the reader shows us that they are aware of their resilience and maturity, but are not arrogant about it. It is simply a fact that they have proven through their actions!

This essay makes us want to cheer for the writer, and they certainly seem like someone who would thrive in a more independent college environment.

Essay 8: Turned Tables

“You ruined my life!” After months of quiet anger, my brother finally confronted me. To my shame, I had been appallingly ignorant of his pain.

Despite being twins, Max and I are profoundly different. Having intellectual interests from a young age that, well, interested very few of my peers, I often felt out of step in comparison with my highly-social brother. Everything appeared to come effortlessly for Max and, while we share an extremely tight bond, his frequent time away with friends left me feeling more and more alone as we grew older.

When my parents learned about The Green Academy, we hoped it would be an opportunity for me to find not only an academically challenging environment, but also – perhaps more importantly – a community. This meant transferring the family from Drumfield to Kingston. And while there was concern about Max, we all believed that given his sociable nature, moving would be far less impactful on him than staying put might be on me.

As it turned out, Green Academy was everything I’d hoped for. I was ecstatic to discover a group of students with whom I shared interests and could truly engage. Preoccupied with new friends and a rigorous course load, I failed to notice that the tables had turned. Max, lost in the fray and grappling with how to make connections in his enormous new high school, had become withdrawn and lonely. It took me until Christmas time – and a massive argument – to recognize how difficult the transition had been for my brother, let alone that he blamed me for it.

Through my own journey of searching for academic peers, in addition to coming out as gay when I was 12, I had developed deep empathy for those who had trouble fitting in. It was a pain I knew well and could easily relate to. Yet after Max’s outburst, my first response was to protest that our parents – not I – had chosen to move us here. In my heart, though, I knew that regardless of who had made the decision, we ended up in Kingston for my benefit. I was ashamed that, while I saw myself as genuinely compassionate, I had been oblivious to the heartache of the person closest to me. I could no longer ignore it – and I didn’t want to.

We stayed up half the night talking, and the conversation took an unexpected turn. Max opened up and shared that it wasn’t just about the move. He told me how challenging school had always been for him, due to his dyslexia, and that the ever-present comparison to me had only deepened his pain.

We had been in parallel battles the whole time and, yet, I only saw that Max was in distress once he experienced problems with which I directly identified. I’d long thought Max had it so easy – all because he had friends. The truth was, he didn’t need to experience my personal brand of sorrow in order for me to relate – he had felt plenty of his own.

My failure to recognize Max’s suffering brought home for me the profound universality and diversity of personal struggle; everyone has insecurities, everyone has woes, and everyone – most certainly – has pain. I am acutely grateful for the conversations he and I shared around all of this, because I believe our relationship has been fundamentally strengthened by a deeper understanding of one another. Further, this experience has reinforced the value of constantly striving for deeper sensitivity to the hidden struggles of those around me. I won’t make the mistake again of assuming that the surface of someone’s life reflects their underlying story.

Here you can find a prime example that you don’t have to have fabulous imagery or flowery prose to write a successful essay. You just have to be clear and say something that matters. This essay is simple and beautiful. It almost feels like having a conversation with a friend and learning that they are an even better person than you already thought they were.

Through this narrative, readers learn a lot about the writer—where they’re from, what their family life is like, what their challenges were as a kid, and even their sexuality. We also learn a lot about their values—notably, the value they place on awareness, improvement, and consideration of others. Though they never explicitly state it (which is great because it is still crystal clear!), this student’s ending of “I won’t make the mistake again of assuming that the surface of someone’s life reflects their underlying story” shows that they are constantly striving for improvement and finding lessons anywhere they can get them in life.

Where to Get Your Overcoming Challenges Essays Edited

Do you want feedback on your Overcoming Challenges essays? After rereading your essays countless times, it can be difficult to evaluate your writing objectively. That’s why we created our free Peer Essay Review tool , where you can get a free review of your essay from another student. You can also improve your own writing skills by reviewing other students’ essays. 

If you want a college admissions expert to review your essay, advisors on CollegeVine have helped students refine their writing and submit successful applications to top schools. Find the right advisor for you to improve your chances of getting into your dream school!

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Fear Essay | Essay on Fear for Students and Children in English

February 13, 2024 by Prasanna

Fear Essay:  Fear is a natural, powerful, and primitive emotion experienced by humans, usually triggered by an unpleasant perception of danger that is either real or imaginary—fear causes psychological and, ultimately, behavioral changes in people.

Human beings experience fear as a response to a specific stimulus that occurs either in the present or in expectation or anticipation of a future threat that might be a risk to themselves. Response to any kind of fear varies from person to person.

You can also find more  Essay Writing  articles on events, persons, sports, technology and many more.

Long and Short Essays on Fear for Students and Kids in English

We are providing students with samples of a long essay of 500 words on the topic Fear and a short essay of 150 words on the topic Fear for reference.

Long Essay on Fear 500 Words in English

Long Essay on Fear is usually given to classes 7, 8, 9, and 10.

Fear, the quintessential human emotion, is an utterly unavoidable human emotion. The extent and range of fear from different things vary from person to person, but the emotion is the same. Fear is capable of causing psychological changes and, ultimately, behavioral changes in a person.

Humans experience fear as a response to a specific stimulus to a situation occurring in the present or an anticipated future threat that is a risk to oneself. The response to fear arises from the recognition of danger, leading to the confrontation of the situation or escaping the fear or avoiding the situation – also known as fight or flight response.

We all humans are programmed in a manner to recognize fear to avoid or reduce being harmed. Learning from the past about what can protect one in dangerous situations makes people capable of doing many things that one wouldn’t typically be able to or willing to respond to the threat.

Fear is broadly classified into two types, innate fears, and identity fears. Innate fears are the fears that every individual has on some level, and humans are born with these fears, which also serve as a kind of survival instinct. Humans develop identity fears as they evolve.

Apart from this, many people also fear love and connection. These fears are a subset of identity fears. As humans grow in their lives, they tend to grow connections with people, and these bonds become of great value to the person. Losing these bonds is one of the biggest fears of many.

Sometimes fear originates from real threats, but it can also originate from imagined danger – which makes fear experienced by people either rational or irrational. Rational fear is the fear of something that is real – occurring from something entirely possible or will occur. Fear of mortality is an example of a rational fear as we humans are immortal. However, irrational fears are necessarily implausible, but the fear arises from a real place in the psyche.

In some people, fear is also a response to mental health conditions such as anxiety disorders, panic attacks, phobias, post-traumatic stress disorder (PTSD). Phobia is an irrational or extreme or aversion of something. An aspect of anxiety disorder can be the tendency to develop a fear of fear.

Many people confuse fear of phobias. Fears are typical responses to objects or events. Still, fear becomes a phobia when the fear interferes with functioning correctly and maintains a consistent quality of life. Fear in humans involves a biochemical response to the situation as well as a high individual emotional response.

Fear is an emotion experienced in the mind, but it triggers some strong physical reaction in one’s body. As soon as one’s body recognizes fear, the brain starts working, alerting the nervous system, which sets the body’s response to fear into motion. The human brain releases stress hormones like cortisol and adrenaline, increasing blood pressure, and adrenaline. One starts breathing faster, and blood flow in the body changes – blood flows away from the heart into the limbs.

Short Essay on Fear 150 Words in English

Short Essay on Fear is usually given to classes 1, 2, 3, 4, 5, and 6.

Fear is one of the seven universal emotions experience by humans all over the world. Any fear arises with the threat of harm, physical, emotional, or psychological – from a real or imaginary situation.

Usually perceived as a negative emotion, fear can also be positive and healthy. Fear serves as a survival instinct helping humans in recognizing situations that can be harmful or dangerous.

Fear makes one foggy and makes it impossible to think clearly or make the correct decision. However, some people enjoy fear and gain pleasure due to the adrenaline rush experienced in some situations.

Fear will hold one back from achieving victories and significant accomplishments. Everything that one does in life will strike a little bit of fear in their hearts; however, overcoming the fear and giving one’s best is the most satisfying feeling. Don’t let your fears stop you from fulfilling your dreams.

10 Lines on Fear Essay in English

1. Researches have shown that humans can smell others’ fear and react to each other’s scents. 2. One can inherit fear from their parents or grandparents just like any other genetic trait. 3. We humans aren’t born with most of the fears; fear is often learned from knowledge and experience. 4. Fear is the opposite of love as the brain releases chemical oxytocin when in love, which helps overcome learned fears. 5. Sleep offers a unique state in which selected fears can be eliminated. 6. One big scary event in one’s life is not what causes fear; instead, it is a mixture of environment and genetics. 7. Fear can become extinct by associating non-fearful memories with the event. 8. Stress hormones released by humans helps in enhancing the extinction of fear. 9. Some people associate fears with pleasure – the thrill of the experience doesn’t end with the process’s end. 10. Fear can make one foggy making it difficult to make the right decision or think clearly.

FAQ’s on Fear Essay

Question 1.  Why do we experience fear?

Answer: Fear is an unavoidable feeling that is experienced by all. Fear is programmed into humans’ nervous system, and it works like a response to the perception of danger.

Question 2. Is it necessary to experience fear?

Answer: Fear helps in protecting us. Humans are equipped with survival and instinct, which is a response to the sense of danger or an unsafe feeling.

Question 3.  How can fear be avoided?

Answer: Talking about your fear, imagining the worst that could happen, distracting oneself with happy thoughts, and clearing out the mind by taking time in understanding what is causing the fear and anxiety.

Question 4. What are a few most common fears of humans?

Answer: Fear of height, fear of the dark, fear of closed spaces, fear of insects, fear of blood, fear of the violent weather, fear of dying are a few most common types of fear experienced by people.

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Essays on Fear

People’s life is accompanied by an endless variety of feelings, moods, and experiences – you can explore one of them in your fear essay. Most essays on fear describe fear as an emotion that arises in situations of the threat to the biological or social existence of an individual and is aimed at a source of real or imagined danger. Fear essays note that fear varies in a fairly wide range: concern, dread, fear, horror, phobia, etc. If the source of the danger is uncertain or unconscious, people tend to feel anxious – fear essay samples and anxiety essays often study this topic. However, fear can also be very helpful to human survival – it drives us to be cautious and alert. We should learn to contain our fear and not succumb to it. Essay samples below will cover many topics on the rear – give them a read!

Fear in Education Fear is an unpleasant emotion that is brought about by anticipations of change, pain, or harm. Anxiety brings undesirable experiences and feelings at school. Moreover, enrolling in the higher institute of learning poses a significant threat to many students. Sometimes, pursuing a technical course can lead to psychological...

It is normal for many people for most of the people to have performance anxiety when performing speeches or talking in front of small or large audiences. Public speaking is a common fear among the human race, and 75 percent of the population has this fear. We have ways of...

Public Speaking and its Challenges Public speaking is an oratory that involves the art of speaking to a large audience. This form of communication facilitates passing of information to people for education, entertainment, motivate change, and sometimes influence people to change for the better (Coopman & Lull, 2014). However, communicating with...

In the article Fear and adventure tourism in Brazil, the authors have communicated logically, to their audience; people who love adventure, the role of emotions and perceptions experienced during the exploration undertakings, and in the hunt for an ideal stimulation level. The title of the article is clear and concise,...

Public Speaking and Communication Public speaking is an oratory that involves the art of speaking to a large audience. This form of communication facilitates passing of information to people for education, entertainment, motivate change, and sometimes influence to change for the better (Coopman Lull, 2014). However, communicating with a...

Fear of Retaliation, Dependency, and Social Norms Fear of retaliation, dependency on the perpetrator, and social norms are some of the major barriers preventing victims of domestic violence from reporting such incidents. (Payne & Wermeling, 2009, p. 3). The community must be made aware of the significance of reporting such instances...

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Perceptions of Threat: Cultural, Environmental/Physical, and Social Variables While dread is recognized as a feeling brought on by perceived threats and dangers, how each individual views events as threatening or dangerous varies. What then affects and decides whether events are perceived as dangerous? These perceptions are influenced by a number of...

Words: 2278

It is a cross-sectional quantitative study to investigate the utility of birthing fear screening in maternity practice. The research investigates the effects of psychosocial, demographic, and obstetric factors on the birth outcomes of women with varying levels of childbirth anxiety, as well as the benefits of screening women for severe...

Words: 4241

Terrorism is defined as the use of intimidation or violence to instill fear in a society in order to achieve a specific political goal. Terrorist acts by various terrorist organisations target locations of interest and may result in large casualties, primarily among civilians and terrorists themselves. Terrorist groups use various...

Intimidation has been used for centuries to gain control Intimidation has been used for centuries to gain control of an unruly group or to sway opinion in the political arena. Some emperors used intimidation to keep control of their kingdoms, while terrorist groups used intimidation to control the population and gain...

Words: 3160

This letter is made to the department in response to a request for information There have been multiple shootings and acts of terrorism in various sections of the country recently. Incidents like the Vegas massacres have instilled dread in the American people while showcasing the country’s weaknesses. Both American citizens and...

Words: 1824

Emotion is a complicated psychophysiological experience that is influenced by our interactions with our surroundings. Positive and negative emotions are both possible. There is also a link between emotions and objects, experiences, social feelings, and self-appraisal sensations. Some emotions, such as love, joy, rage, and fear, are intrinsic. Personal experiences,...

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Overcoming the Fear to Write Your Master Thesis: Tips and Strategies

Embarking on the journey of writing a master thesis can be a daunting experience, filled with anxiety and self-doubt. However, with the right strategies and support systems in place, it is possible to overcome these fears and successfully complete your thesis. This article explores various tips and strategies to help you conquer the fear of thesis writing and transform it into a journey of growth and achievement.

Key Takeaways

• Understanding the psychological impact and root causes of thesis anxiety is crucial for overcoming it.
• Creating a structured thesis action plan with realistic deadlines can help manage the workload effectively.
• Implementing cognitive behavioral techniques, such as challenging negative thoughts and practicing mindfulness, can build a positive writing mindset.
• Leveraging academic resources and support systems, like advisors and writing workshops, can provide valuable guidance and feedback.
• Building a positive writing environment by establishing a consistent routine and incorporating breaks can enhance productivity and well-being.

Understanding the Psychological Impact of Thesis Writing Anxiety

The journey of thesis writing is often fraught with anxiety , stemming from the pressure to produce a work of high academic quality. You may find yourself comparing your pace to those who write quickly, fostering a sense of inadequacy. It's crucial to recognize that such comparisons are misleading; everyone's academic journey is unique. Understanding the psychological impact and root causes of thesis anxiety is the first step towards overcoming it.

Creating a Structured Thesis Action Plan

A well-structured Thesis Action Plan is essential for navigating the intricate process of research and writing. Strategic planning serves as a roadmap, guiding you through each stage of the writing process. Begin by defining your thesis statement and the arguments that will form the backbone of your work. This clarity of purpose will be the compass that keeps you oriented towards your academic goals.

Implementing Cognitive Behavioral Techniques

Cognitive behavioral techniques can be instrumental in overcoming the fear associated with writing your master thesis. By challenging negative thought patterns , fostering a positive writing mindset, and using affirmations and visualization, you can build confidence and reduce anxiety related to thesis writing.

Leveraging Academic Resources and Support Systems

Seeking guidance from advisors.

Engage with your advisors regularly to discuss your progress, challenges, and strategies for moving forward. Remember, the collaborative nature of academia enriches your work and helps you to navigate the complexities of thesis writing with greater ease.

Participating in Writing Workshops

Embarking on your thesis can be a daunting task, but you are not alone in this academic endeavor. Universities often provide a plethora of academic support services and workshops designed to assist you through various stages of your thesis journey. Taking advantage of these resources is crucial for developing your writing skills, understanding research methodologies, and gaining insights into academic publishing.

Utilizing University Support Services

Consider creating a list of potential advisors and peers who could be part of your support system. This list might include:

• Faculty members with expertise in your research area
• Graduate students who have recently completed their theses
• Academic staff involved in research support roles
• Contacts from academic conferences and seminars

Maintaining a balance between academic work and personal well-being is crucial for sustained productivity and overcoming setbacks.

Building a Positive Writing Environment

Creating a positive writing environment is essential for maintaining productivity and reducing stress during your thesis journey. Start storing up positive experiences with writing to build confidence and resilience. This could be something as simple as getting started or sharing your work with someone besides a teacher. By actively engaging with and reframing your negative thoughts, you can cultivate a more positive and resilient mindset, essential for navigating the complexities of thesis writing.

Learning from Peer Experiences and Success Stories

Reading testimonials from former students.

Start storing up positive experiences with writing. Whatever obstacles you’ve faced, celebrate the occasions when you overcome them. This could be something as simple as getting started, sharing your work with someone besides a teacher, revising a paper for the first time, trying out a new brainstorming strategy, or turning in a paper that has been particularly challenging for you. Reading testimonials from former students can provide you with the motivation and reassurance that you are not alone in this journey. Their stories often highlight practical strategies and emotional resilience that can be incredibly inspiring.

Engaging in Peer Support Groups

Embarking on your thesis journey can be a solitary endeavor, but it need not be. Seek out advisors and establish a peer network to provide you with diverse perspectives and support. Your academic advisors are a fount of knowledge, offering insights that can shape your research direction and methodology. Peers, on the other hand, can offer moral support and share practical advice from their own experiences. Engaging with these individuals regularly to discuss your progress, challenges, and strategies for moving forward can be immensely beneficial. Remember, the collaborative nature of academia enriches your work and helps you to navigate the complexities of thesis writing with greater ease.

Sharing Personal Progress and Milestones

Failures of various kinds are an inevitable part of the writing process. Without them, it would be difficult if not impossible to grow as a writer. Learning often occurs in the wake of a startling event, something that stirs you up, something that makes you wonder. Use your failures to keep moving. Sharing your personal progress and milestones with peers can create a sense of accountability and community. It allows you to celebrate small victories and receive constructive feedback, making the thesis-writing process more manageable and less isolating.

Transforming Thesis Writing into a Journey of Growth

Thesis writing is not merely a task to be completed but an opportunity to delve deeply into your chosen field. By embracing the learning process, you can transform this challenge into a rewarding experience. Each step, from research to writing, offers a chance to expand your knowledge and skills. Embrace the iterative nature of thesis writing and view each revision as a step towards mastery.

Take time to reflect on your journey and recognize the growth you have achieved. This reflection not only boosts your confidence but also highlights areas for further improvement. Consider keeping a journal to document your progress and insights. This practice can provide valuable perspective and motivation as you navigate the complexities of thesis writing.

It's essential to celebrate your achievements, no matter how small they may seem. Acknowledging milestones can provide a sense of accomplishment and motivate you to continue. Create a list of milestones and reward yourself as you reach each one. This approach not only makes the process more enjoyable but also helps in finding fun and fulfillment in thesis writing .

Transforming your thesis writing into a journey of growth is now within your reach. At Research Rebels, we understand the challenges and anxieties that come with thesis writing. Our step-by-step Thesis Action Plan is designed to help you overcome these obstacles and achieve academic success. Don't let sleepless nights and overwhelming stress hold you back. Visit our website to claim your special offer now and start your journey towards a stress-free thesis writing experience.

In conclusion, the journey of writing a master thesis, while daunting, can be navigated successfully with the right strategies and mindset. By understanding the roots of thesis-related anxiety and adopting a structured approach to research and writing, students can transform their experience from one of dread to empowerment. The incorporation of practical tools such as the Thesis Action Plan, alongside the nurturing guidance from platforms like Research Rebels, provides a supportive framework for students. It is essential to remember that the fear of thesis writing is a natural response to a challenging academic endeavor, but with perseverance, a positive outlook, and the utilization of available resources, this fear can be overcome. Ultimately, the act of writing a thesis is not just an academic exercise but a profound journey of personal and intellectual growth.

Frequently Asked Questions

What are common causes of thesis writing anxiety.

Common causes of thesis writing anxiety include fear of failure, lack of confidence in writing skills, feeling overwhelmed by the scope of the project, and time management issues.

How can I break down my thesis into manageable tasks?

Breaking down your thesis into manageable tasks involves creating an outline, setting specific goals for each section, and establishing a timeline with realistic deadlines.

What cognitive behavioral techniques can help with thesis anxiety?

Cognitive behavioral techniques that can help include challenging negative thoughts, using visualization and positive affirmations, and practicing mindfulness and stress reduction strategies.

How can I leverage academic resources for thesis writing?

You can leverage academic resources by seeking guidance from advisors, participating in writing workshops, and utilizing university support services such as writing centers and counseling.

What strategies can help create a positive writing environment?

Strategies to create a positive writing environment include setting up a dedicated writing space, establishing a consistent writing routine, and incorporating breaks and self-care into your schedule.

How can reading peer testimonials and success stories help?

Reading peer testimonials and success stories can provide motivation, offer practical tips, and help you realize that you are not alone in your struggles, making the thesis writing process feel more achievable.

How to Write a Thesis Fast: Tips and Strategies for Success

How to manage thesis fear: overcoming academic stress, how to manage thesis anxiety: tips for staying calm, how to start a capstone project: essential steps for success, how to start your senior thesis: a complete guide.

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Home — Essay Samples — Life — Fear — The Causes And Effects Of Fear

The Causes and Effects of Fear

• Categories: Fear Feeling

About this sample

Words: 569 |

Published: Feb 8, 2022

Words: 569 | Page: 1 | 3 min read

Works Cited:

• Chen, K. (2004). Chinese silk: A cultural history. Hong Kong: Hong Kong University Press.
• Chinese Silk Association. (2020). Chinese Silk Association. Retrieved from https://www.silk.org.cn/index.html
• Kuhn, D. (2009). The age of Confucian rule: The Song transformation of China. Cambridge, MA: Harvard University Press.
• Liu, X. (2012). The silk road in world history. Oxford: Oxford University Press.
• Mazumdar, S. (2015). Silk textiles of India. London: Bloomsbury Academic.
• Ministry of Culture and Tourism of the People's Republic of China. (2020). Silk Road. Retrieved from http://en.silkroad.org.cn/
• Park, J., & Han, D. (2019). Historical review on the characteristics and manufacturing process of silk. Journal of Textile and Apparel, Technology and Management, 11(3), 1-22.
• Tong, X. (2016). A history of silk: The history of China's legendary silk cloth, from its creation to the 21st century. London: Academic Press.
• Wei, L., & Lai, W. (2013). Analysis of the production and export of silk in ancient China. The Journal of International Trade & Economic Development, 22(4), 488-503.
• Yang, Y. (2014). Exploring the silk road. New York: China Institute Gallery.

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Students’ Fear of Failure

This essay will explore the phenomenon of students’ fear of failure, discussing its causes, effects on academic performance, and strategies to overcome it. On PapersOwl, there’s also a selection of free essay templates associated with Anxiety Disorder.

How it works

I am a first-year student here at the University of Toledo. It is important that I address an extremely common concern that many first-year students encounter, specifically in their first semester, and that is the overwhelming fear of failure. For the majority of incoming freshmen there is always the feeling of expectations, not knowing what to do or how to exactly prepare for things like curriculum. There’s a huge difference between the last thirteen years of the average K-12 school day, then taking a leap into a pond full of big fish.

For many incoming freshman, the adjustment to attending college can entail a whirlwind of emotions, often resulting in the fear of failure. This is such a common overlying feeling, yet it often goes unnoticed by a number of people.

The first year attending college is bound to come along with many highs and lows. There are so many strings attached and factors contributed when looking at the overall phrase that is “fear of failure.” Throughout this letter I plan to inform you, of the great number of freshman students who suffer from fear of failure, both mentally and emotionally. Being a part of the success coach family at UT, it goes without saying how important a person of influence is, like yourself. Guiding students toward success is within your job title. My end goal is to inform you as the audience, of the generalization that is fear of failure in any given college setting. Any information given that wasn’t previously known, can go the extra mile in providing help to first-years that need the assistance.

Atychiphobia or the fear of failure, is the fear to stop any one person from doing the things that can move us forward to achieve our goals. Atychiphobia is a phobia, the severity of which comes along a wide spectrum, from mental instability to physical symptoms. Anything from feeling powerless and experiencing intense anxiety, to difficulty breathing and chest pain. There are a range of symptoms that prohibit certain cases from properly handling stressful situations in the correct manner. The fear of failure is one of many phobias not properly addressed to the public eye, resulting in improper steps to overcome such (Marcin, para 2).

There are numerous proposed questions regarding this topic. One that stands out among the many, is the correlation fear has with specific groups. This opens the table to a variety of people, taking into account their race, gender, religion, or even financial status. Test anxiety is a big contributing factor to performance in students. There was a study that took place at a University in Pakistan, conducting 126 undergraduate level students, testing their performance on an assessment that was given. Of these students, two thirds were male, the results concluded about 45% of the male students had high test anxiety. The remaining number that is female, showing much lower on the spectrum, resulting in overall better performance compared to the opposing gender. From the eight departments that were used in the experiment, some of them including computer sciences, psychology and statistics, half showed that the males were more prone to higher test anxiety (Ahmad, 297). Nasir Ahmad stated “Test anxiety results into high level of worry, fear and academic failure in competent as well as low-performing students” (Ahmad, 295). Many students coming from lower socioeconomic backgrounds, as well as minority groups who do suffer from test anxiety, many times result in failing or withdraw from that course (295, para 3). With this, opens the door for many more questions related to fear of failure.

With all the listed factors contributing to fear of failure, comes the logic behind this exact phrase. What does it mean to be so afraid of something that you are unable to complete that exact venture? For some it looks pointless and in some cases almost impossible to achieve what you had your mind set on at one point in time. The fear of failure goes so much further than test anxiety or categorization within a certain group. This itself does not stand alone, but also entails subcategories including, fear of change and fear of success. In these cases it is on the complete opposite end of the spectrum, yet the same path to unavoidable self sabotage. The fear of success, often referred to as its interchangeable name “imposter syndrome” (health line) affects people of all levels. This is the fear of not reaching your full potential, due to heavy doubt in oneself. Many times, these people surround themselves with others who think the same. It has been shown that of the people who overcome the fear of success, relate it to the unrealistic notion of what it means to be competent throughout their college career and future endeavors.

With fear of failure and fear of success, comes one that underlies both, that is fear of change. Overthinking is a characteristic humans share around the world. It is this very thing that causes people to never step foot outside their comfort zone, not having the inter-ability to pursue a task or job. This causes people to create a new comfort zone that was built around the already small chain of new experiences. Does fear of failure directly relate to current social standings, or previous home life as well? There was a recent study done in the United Kingdom through the department of Psychology displaying the possible relation to parent-child fear of failure. The data showed that it is fact possible for the fear to be passed down by generations. Parents that have had experience with fear of failure (FF), unknowingly passed it down to their children. Often times through the use of love withdraw in socialization (Sagar 178, para 2). Parental love withdraw can occur in response to the child’s failure. For many who suffer from extreme FF, a mistake or oversight does not get viewed upon as a learning experience, rather a long road ending with shame and embarrassment.

This also raises the question of the correlation amongst ethnicity and academic achievements or fear of failure. Race has always been a recurring question when referring to students ability to succeed. While there is no one straightforward answer to this proposal, there is research to further our knowledge on the topic. There are two main groups to be discussed and that is average white student, compared to great number of different races that make up a university population. African American, Middle Eastern, Hispanic or Asian, the list is endless when looking at the different cultural backgrounds that complete a college. The question stands, does the race or ethnicity affect the fear of failure each student experiences their first semester? The answer to which is much more complicated response, then just a simples yes or no. Research has shown the academic success of multiple ethnicities while completing college course work. Statistics show that students of different races are more prone to overall fear of failure. The 2013 total college enrollment rate for White 18- to 24-year-olds (42 percent) was higher than the rates for their Black and Hispanic peers (34 percent each). The White-Hispanic gap in the total college enrollment rate narrowed between 2003 and 2013 from 18 to 8 percent. However, indicator stated that the White-Black gap in the total college enrollment rate did not change measurably during this period. (national center 5).

Fear of failure is so much more than a feeling that will soon pass. It is more than your peers telling you to stop having anxiety about that one test, or that one assignment that’s due at midnight, you have yet to begin. This is a phobia so many students across the world experience on a daily basis, specifically first year college students. It’s not to say that one day the fear of failure will be greatly decayed in the student population, but for now there are so many steps one can take to help anyone who is experiencing this common fear. Through the survey I conducted, I proposed the question of how the University of Toledo could help minimize this fear. 50% stated that making tutoring a higher obligation would be most beneficial. This would give students the atmosphere with others facing the same problems, while getting the extra help they need in advance to offer counseling for those who often struggle academically, is a small step that can go a long way. This allows the student (first-years or progressed) to open up about how and why they are feeling this way. Some may not be able to identify why they are constantly in the realm of fear.

Speaking with someone who has either experienced similar fears or a professional who is able to give advice to help further their education without the constant worry of “what comes next” or “how am I going to complete this task?” is a huge asset. Meeting in small groups with people who share this phobia is an added factor, contributing to solutions that are needed when talking about this topic. From first-years to graduate level students, a conversation with someone who is or has experienced similar problems regarding fear of failure could be extremely valuable, when trying to cope.

The importance of addressing fear of failure was not only to inform you of a topic you may or may not already have knowledge of. In hopes, this letters’ goal was to bring to light how much impact this has on the vast student population. Ranging from first year to graduate level, this phobia affects a wide spectrum of students. There are an abundance of ways in which the university could lend a helping hand to someone facing this phobia, starting with awareness. From the outside this can be viewed as somewhat minuscule, but with the right team of people, this can be the extra helping hand so many students have been longing for without knowing.

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