mla rubric for research paper

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• MLA format for academic papers and essays

MLA Format | Complete Guidelines & Free Template

Published on December 11, 2019 by Raimo Streefkerk . Revised on May 6, 2024 by Jack Caulfield.

The MLA Handbook provides guidelines for creating MLA citations and formatting academic papers. This includes advice on structuring parenthetical citations, the Works Cited page, and tables and figures. This quick guide will help you set up your MLA format paper in no time.

Cite your MLA source

Start by applying these MLA format guidelines to your document:

• Use an easily readable font like 12 pt Times New Roman
• Set 1 inch page margins
• Use double line spacing
• Include a ½” indent for new paragraphs
• Include a four-line MLA heading on the first page
• Center the paper’s title
• Use title case capitalization for headings
• Cite your sources with MLA in-text citations
• List all sources cited on a Works Cited page at the end

Alternatively, you can automatically apply the formatting with our MLA docx or Google Docs template.

Table of contents

How to set up mla format in google docs, header and title, running head, works cited page, creating mla style citations, headings and subheadings, tables and figures, frequently asked questions about mla format.

The header in MLA format is left-aligned on the first page of your paper. It includes

• Your full name
• Your instructor’s or supervisor’s name
• The course name or number
• The due date of the assignment

After the MLA header, press ENTER once and type your paper title. Center the title and don’t forget to apply title-case capitalization. Read our article on writing strong titles that are informative, striking and appropriate.

For a paper with multiple authors, it’s better to use a separate title page instead.

At the top of every page, including the first page, you need to include your last name and the page number. This is called the “running head.” Follow these steps to set up the MLA running head in your Word or Google Docs document:

• Double-click at the top of a page
• Type your last name
• Insert automatic page numbering
• Align the content to the right

The running head should look like this:

The Works Cited list is included on a separate page at the end of your paper. You list all the sources you referenced in your paper in alphabetical order. Don’t include sources that weren’t cited in the paper, except potentially in an MLA annotated bibliography assignment.

Place the title “Works Cited” in the center at the top of the page. After the title, press ENTER once and insert your MLA references.

If a reference entry is longer than one line, each line after the first should be indented ½ inch (called a hanging indent ). All entries are double spaced, just like the rest of the text.

Generate accurate MLA citations with Scribbr

Prefer to cite your sources manually? Use the interactive example below to see what the Works Cited entry and MLA in-text citation look like for different source types.

Headings and subheadings are not mandatory, but they can help you organize and structure your paper, especially in longer assignments.

MLA has only a few formatting requirements for headings. They should

• Be written in title case
• Be left-aligned
• Not end in a period

We recommend keeping the font and size the same as the body text and applying title case capitalization. In general, boldface indicates greater prominence, while italics are appropriate for subordinate headings.

Chapter Title

Section Heading

Tip: Both Google Docs and Microsoft Word allow you to create heading levels that help you to keep your headings consistent.

Tables and other illustrations (referred to as “figures”) should be placed as close to the relevant part of text as possible. MLA also provides guidelines for presenting them.

MLA format for tables

Tables are labeled and numbered, along with a descriptive title. The label and title are placed above the table on separate lines; the label and number appear in bold.

A caption providing information about the source appears below the table; you don’t need one if the table is your own work.

Below this, any explanatory notes appear, marked on the relevant part of the table with a superscript letter. The first line of each note is indented; your word processor should apply this formatting automatically.

Just like in the rest of the paper, the text is double spaced and you should use title case capitalization for the title (but not for the caption or notes).

MLA format for figures

Figures (any image included in your paper that isn’t a table) are also labeled and numbered, but here, this is integrated into the caption below the image. The caption in this case is also centered.

The label “Figure” is abbreviated to “Fig.” and followed by the figure number and a period. The rest of the caption gives either full source information, or (as in the example here) just basic descriptive information about the image (author, title, publication year).

Source information in table and figure captions

If the caption of your table or figure includes full source information and that source is not otherwise cited in the text, you don’t need to include it in your Works Cited list.

Give full source information in a caption in the same format as you would in the Works Cited list, but without inverting the author name (i.e. John Smith, not Smith, John).

MLA recommends using 12-point Times New Roman , since it’s easy to read and installed on every computer. Other standard fonts such as Arial or Georgia are also acceptable. If in doubt, check with your supervisor which font you should be using.

The main guidelines for formatting a paper in MLA style are as follows:

• Apply double line spacing
• Indent every new paragraph ½ inch

The fastest and most accurate way to create MLA citations is by using Scribbr’s MLA Citation Generator .

Search by book title, page URL, or journal DOI to automatically generate flawless citations, or cite manually using the simple citation forms.

The MLA Handbook is currently in its 9th edition , published in 2021.

This quick guide to MLA style  explains the latest guidelines for citing sources and formatting papers according to MLA.

Usually, no title page is needed in an MLA paper . A header is generally included at the top of the first page instead. The exceptions are when:

• Your instructor requires one, or
• Your paper is a group project

In those cases, you should use a title page instead of a header, listing the same information but on a separate page.

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

Streefkerk, R. (2024, May 06). MLA Format | Complete Guidelines & Free Template. Scribbr. Retrieved July 31, 2024, from https://www.scribbr.com/mla/formatting/

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MLA Research Paper Formatting

• MLA 9th Template & Paper Sample
• Finding Sources for Your Paper
• Detailed Comparison (Printable)
• Additional Resources

Ask a Librarian

What is mla.

Modern Language Association, or MLA, is a format style to credit sources you use to write your paper. In your research paper you will use two different citations for each source:

In-text citations : In-text citations are brief and will appear among the sentences you write in your paper, so your reader knows which paraphrased sentences came from which source. In-text citations are typically written with the author's last name and the page number from where the information was paraphrased. For example: (Brinkley 525). 

Reference citations : Reference citations go in your Works Cited page at the end of your paper. This is the full information, so anyone reading your paper can find the sources that you used. For example: 

Brinkley, Alan. The Unfinished Nation: A Concise History of the American People. 7th ed., McGraw Hill, 2014, p. 525.

Terminology When Searching the Databases

Assignment Guidelines and/or Rubric : What is required in the assignment or how the assignment will be graded. Read these before searching. The assignment guidelines/rubric will tell you what limits to apply and what type of research material you need to use in the assignment. Refer back to the assignment guidelines/rubric frequently. 

Full Text : Allows you to read the complete article 

Peer Reviewed : Finds articles that have gone through a peer review process prior to publication, which indicates quality research. May also be called scholarly articles or refereed articles. 

Publication Date : Allows you to limit a search by date range. Read your assignment guidelines to determine if you need to use this limit. May need to go to the Advanced Search in a database to find this limit. 

Advanced Search : Allows you to add additional limits not found on the Basic Search page

Permalink : A stable link that lets you return to that page. When searching in the databases, look for a permalink to save the page. Saving the link at the top of the page or bookmarking the page will not  work, and you could lose your resource(s). 

Cite/Citation : This symbol varies depending on what database you are using. Make sure to choose the correct citation style (e.g. MLA Style, APA Style, Chicago Style) for your assignment. Also, these automatically-generated citations are not necessarily correct. Check it using Polk State Libraries' Citing Sources guide. 

Email : This symbol lets you email the article (does not need to be your school email). Also, depending on the database, sometimes you can specify if you want the automatically-generated citation included with the article. It is a good idea to check your email to make sure you received the article before closing out of the browser. 

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Lesson Plan: Formatting a Research Paper MLA Style

Description.

In this lesson, students will explore research papers in MLA formatting. They will have the opportunity to evaluate existing research papers, format existing research papers, practice citing sources,  and create their own research paper. 

Download the lesson plan

Scroll to the related items section at the bottom of this page for additional resources.

You are viewing the first edition of this textbook. A second edition is available – please visit the latest edition for updated information.

This page contains the following rubrics:

Composing a Title Rubric

Creating a Research Question Rubric

Positing a Thesis Statement Rubric

Creating an Annotated Bibliography Rubric

Creating a Literature Review Rubric

Creating an Abstract Rubric

TASK: Compose a Title
	LEVELS OF PERFORMANCE:
	Above Satisfactory (A/B)	Satisfactory (C)	Below Satisfactory (D/F)
References the literary work, theory, and/or method	The title references the student’s chosen literary work, theory, and/or method.	The title is vague about the student’s chosen literary work, theory, and/or method.	The title does not reference the student’s chosen literary work, theory, and/or method at all.
Clarity	The reader knows exactly what to expect from the student’s work.	The reader isn’t exactly sure what to expect from the student’s work just yet.	The reader has no idea what to expect from the student’s work based on the title.
Grammar/Mechanics	MLA or APA is used correctly in the title. Grammar, punctuation, and capitalization are used correctly with minimal to no errors.	Generally, MLA or APA format is used correctly in the title, but with mistakes. Some awkward word choices or phrases as well as some grammar, punctuation, and capitalization errors.	The title contains multiple incorrect sentence structures and lacks the use of correct MLA or APA format. There are significant errors in grammar, punctuation, and capitalization.
References Thesis Statement*	The title references the chosen argument.*	The title only slightly references the chosen argument.*	The title does not reference the chosen argument at all.*

* Note: Titles that reference thesis statements and arguments may be OPTIONAL. Please check with your instructor.

TASK: Create a Research Question
	LEVELS OF PERFORMANCE:
	Above Satisfactory (A/B)	Satisfactory (C)	Below Satisfactory (D/F)
Clear, Complex, and Focused Question	The research question is clear, complex, and focused. It is not unnecessarily loaded or leaning. It sets up a researchable and realistic project.	The research question remains too broad or too narrow. It is somewhat unnecessarily loaded or leaning. It is not very researchable and the project it sets up is not very realistic. The research question requires refining.	The research question is extremely broad or narrow. It is very unnecessarily loaded or leaning. It is not researchable and sets up an unrealistic project. The research question requires major refining.
Arguable Answers	The possible answers to the research question (the thesis) are arguable. These answers can be much more than just “yes” or “no.”	The possible answers to the research question (the thesis) are only partially arguable. These answers can be only slightly more than just “yes” or “no.”	The possible answers to the research question (the thesis) are unarguable. These answers can only be a mere “yes” or “no.”
Relevance to the scholarly conversation	The research question is relevant to the scholarly conversation and includes key concepts in the discipline. Other researchers and scholars are likely to be highly interested in the question.	The research question is somewhat relevant to the scholarly conversation and may be missing a key concept. Other researchers and scholars may only be slightly interested in this discourse.	The research question does not add anything of value to the scholarly conversation and is lacking any key concepts. Other researchers and scholars would not be interested in this question.
Question relates to available scholarly sources and evidence	Key research sources and evidence are available and relate directly to the research question.	Key research sources and evidence may only partially available and may only partially relate to the research question.	Key research sources and evidence are not available and/or do not relate to the research question.
Grammar/Mechanics	MLA or APA is used correctly throughout the research question. Sentence structure as well as grammar, punctuation, and capitalization are used correctly with minimal to no errors.	Generally, MLA or APA format is used correctly throughout the research question, but with mistakes. Some awkward sentences appear as well as some grammar, punctuation, and capitalization errors.	The research question contains multiple incorrect sentence structures and lacks the use of correct MLA or APA format. There are significant errors in grammar, punctuation, and capitalization.

TASK: Posit a Thesis Statement
	LEVELS OF PERFORMANCE:
	Above Satisfactory (A/B)	Satisfactory (C)		Below Satisfactory (D/F)
Clarity	The thesis statement clearly conveys the argument and answers the research question. The reader knows what to expect from the work.	The thesis statement only slightly conveys the argument and/or answers the research question. The reader isn’t sure what to expect from the work.		The thesis statement does not convey the argument and does not answer the research question. The reader has no idea what to expect from the work.
Arguable	The thesis statement is arguable. Other answers are possible, but they are not as strong as this thesis statement.	The thesis statement is only partially arguable, or other answers are possible, but they are just as strong as this thesis statement.		The thesis statement is unarguable, or other answers are possible, but they are stronger than this particular thesis statement.
Meaningful Discourse	The thesis statement situates claims in existing scholarly discourse. It adds value to the scholarly conversation.	The thesis statement partially situates claims in existing scholarly discourse. It does not add much value to the scholarly conversation.		The thesis statement does not situate claims in existing scholarly discourse. It does not add any value to the scholarly conversation.
Position	Takes a supportable position on the chosen topic and acknowledges other positions.	Takes a supportable position on the chosen topic, but fails to acknowledge other positions.		Does not take a supportable position on their chosen topic.
Effectiveness	Thesis statement is specific, relevant, and compelling. It effectively organizes all the points made in the rest of the work.	Thesis statement is only slightly specific, relevant, and/or compelling. It partially organizes all the points made in the rest of the work.		Thesis statement is not specific, relevant, and/or compelling. It does not organize the points made in the rest of the work.
Grammar/Mechanics	MLA or APA is used correctly in the thesis statement. Sentence structure as well as grammar, punctuation, and capitalization are used correctly with minimal to no errors.	Generally, MLA or APA format is used correctly in the thesis statement, but with mistakes. Some awkward phrases or sentences appear as well as some grammar, punctuation, and capitalization errors.		The thesis statement contains multiple incorrect phrase or sentence structures and lacks the use of correct MLA or APA format. There are significant errors in grammar, punctuation, and capitalization.

TASK: Create an Annotated Bibliography
	LEVELS OF PERFORMANCE:
	Above Satisfactory (A/B)	Satisfactory (C)	Below Satisfactory (D/F)
Quality/Reliability of Sources	Gathers a sufficient number of appropriate sources, which are highly relevant and credible.	Gathers a few appropriate sources, which are somewhat relevant and credible.	Does not gather enough sources; sources are not appropriate or relevant, or lack credibility.
Currency of Sources	Includes sufficiently current content.	Lacks some sufficiently current content.	Current content is entirely lacking.
Summarization	Summarizes the relevant ideas of chosen sources, states the purpose of the resource, and discusses the resource’s contribution to the topic.	Vaguely summarizes the relevant ideas of chosen sources. Most entries state the purpose of the resource and the resource’s contribution to the topic.	Does not adequately summarize the main ideas of chosen sources. Does not state the purpose of the resource nor the resource’s contribution to the topic.
Annotation	The annotation shows careful reading and a clear understanding of the source’s content, quality, and relevance. It clearly explains why the sources were chosen. Offers insight into sources and makes explicit connections to the argument as well as to other chosen sources.	The annotation shows some understanding of the source’s content, quality, and relevance. It briefly explains why the sources were chosen. Offers some insight into sources but makes few connections to the argument or to other chosen sources.	The annotation shows little to no understanding of the source’s content, quality, and relevance. It does not explain why the sources were chosen. It offers little to no insight into the sources and does not make connections to the argument or to other chosen sources.
Grammar/Mechanics	MLA or APA is used correctly throughout the annotated bibliography. Sentence structure as well as grammar, punctuation, and capitalization are used correctly with minimal to no errors.	Generally, MLA or APA format is used correctly throughout the annotated bibliography, but with mistakes. Some awkward sentences appear as well as some grammar, punctuation, and capitalization errors.	The annotated bibliography contains multiple incorrect sentence structures and lacks the use of correct MLA or APA format. There are significant errors in grammar, punctuation, and capitalization.

TASK: Create a Literature Review
	LEVELS OF PERFORMANCE:
	Above Satisfactory (A/B)	Satisfactory (C)	Below Satisfactory (D/F)
Introduction of Topic & Research Question	Effectively introduces the topic and direction of the literature review. The research question is clearly identified and connected to the content of the review.	Introduces the topic of the literature review. The research question is identified and connected to some of the content in the review.	Does not introduce the topic of the literature review. The research question is either not identified or not connected to the content of the review.
Coverage of Content/Organization	Covers appropriate content related to the topic and research question in depth. Sources are cited correctly. The organization of material is clear, effective, and appropriate.	Covers some of the content related to the topic and research question. Sources are cited with minor mistakes. The organization of material is not as clear, effective, and/or appropriate as it could be.	Does not cover appropriate content related to the topic and research question. Sources are cited incorrectly. The organization of material is not clear, effective, and/or appropriate.
Meaningful Discourse	Demonstrates a clear understanding of the available research about their topic. It situates ideas in existing discourse.	Demonstrates a partial understanding of the available research. It partially situates ideas in existing discourse.	Does not demonstrate an understanding of the available research. Ideas are not situated in existing discourse.
Essay Form	The literature review is in essay form.	The literature review is mainly or partly in essay form.	The literature review reads like a list of sources summarized.
Consideration of Audience	Addresses the target audience.	Addresses the target audience.	Does not clearly address the target audience.
Connections to Discipline/Synthesis of Ideas	Creates “wholes” out of multiple parts, synthesizes, and/or draws conclusions by combining examples, facts, and/or theories.	Struggles to make “wholes” out of multiple parts, synthesize, and/or draw conclusions by combining examples, facts, and/or theories.	Does not create “wholes” out of multiple parts. Does not synthesize or draw conclusions. Merely summarizes material from different sources.
Grammar/Mechanics	MLA or APA is used correctly throughout. Sentence structure as well as grammar, punctuation, and capitalization are used correctly with minimal to no errors.	Generally, MLA or APA format is used correctly throughout, but with mistakes. Some awkward sentences appear as well as some grammar, punctuation, and capitalization errors.	Lacks the use of correct MLA or APA format. There are significant errors in grammar, punctuation, and capitalization.

TASK: Create an Abstract
	LEVELS OF PERFORMANCE:
	Above Satisfactory (A/B)	Satisfactory (C)	Below Satisfactory (D/F)
Purpose	The abstract is clear, concise, and relevant.	The abstract could be clearer, more concise, and/or more relevant.	The purpose of the abstract is not clear, concise, and/or relevant.
Methodologies / Methods	Identifies the methods / methodologies used to support the thesis or answer the research question in an organized, specific, and concise manner.	Identifies the methods / methodologies used, but does not show how they support the thesis or answer the research question.	Does not identify the methods / methodologies used or how they support the thesis or answer the research question.
Evidence	Identifies key evidence found within the research clearly and concisely, and connects it to the purpose of the study.	Identifies evidence found within the research but does not clearly connect the evidence to the purpose of the study.	Does not identify key evidence.
Results/Conclusion	Provides an explanation of what was expected, discovered, accomplished, collected, and produced throughout their research in an organized, specific, and concise manner.	Provides an incomplete or confusing explanation of what was expected, discovered, accomplished, collected.	Does not provide an explanation of what was expected, discovered, accomplished, collected, and/or produced throughout their research.
Grammar/Mechanics	The abstract is the appropriate length and MLA or APA is used correctly throughout. Sentence structure as well as grammar, punctuation, and capitalization are used correctly with minimal to no errors.	Generally, MLA or APA format is used correctly throughout the abstract, but with mistakes. It’s not quite the appropriate length, and some awkward sentences appear as well as some grammar, punctuation, and capitalization errors.	The abstract contains multiple incorrect sentence structures and lacks the use of correct MLA or APA format. There are significant errors in grammar, punctuation, and capitalization, and it is not long enough.

Strategies for Conducting Literary Research Copyright © 2021 by Barry Mauer & John Venecek is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Writing a Research Paper

Welcome to the Purdue OWL

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The Research Paper

There will come a time in most students' careers when they are assigned a research paper. Such an assignment often creates a great deal of unneeded anxiety in the student, which may result in procrastination and a feeling of confusion and inadequacy. This anxiety frequently stems from the fact that many students are unfamiliar and inexperienced with this genre of writing. Never fear—inexperience and unfamiliarity are situations you can change through practice! Writing a research paper is an essential aspect of academics and should not be avoided on account of one's anxiety. In fact, the process of writing a research paper can be one of the more rewarding experiences one may encounter in academics. What is more, many students will continue to do research throughout their careers, which is one of the reasons this topic is so important.

Becoming an experienced researcher and writer in any field or discipline takes a great deal of practice. There are few individuals for whom this process comes naturally. Remember, even the most seasoned academic veterans have had to learn how to write a research paper at some point in their career. Therefore, with diligence, organization, practice, a willingness to learn (and to make mistakes!), and, perhaps most important of all, patience, students will find that they can achieve great things through their research and writing.

The pages in this section cover the following topic areas related to the process of writing a research paper:

• Genre - This section will provide an overview for understanding the difference between an analytical and argumentative research paper.
• Choosing a Topic - This section will guide the student through the process of choosing topics, whether the topic be one that is assigned or one that the student chooses themselves.
• Identifying an Audience - This section will help the student understand the often times confusing topic of audience by offering some basic guidelines for the process.
• Where Do I Begin - This section concludes the handout by offering several links to resources at Purdue, and also provides an overview of the final stages of writing a research paper.

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iRubric: Research Paper Eng 1020 w MLA rubric

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Rubric Code: By Ready to use Public Rubric Subject:    Type:    Grade Levels: (none)

Research Paper

• Research paper - emphasis on process of paper writing

Are You In An Emergency?

How to overcome anxiety over writing papers?

• Counseling and Psychological Services (CPS) (Morningside)
• Counseling Services (CUIMC)

Cite this Response

Alice! Health Promotion. "How to overcome anxiety over writing papers?." Go Ask Alice!, Columbia University, 24 Jun. 2022, https://goaskalice.columbia.edu/answered-questions/how-overcome-anxiety-over-writing-papers. Accessed 02, Aug. 2024.

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Alice! Health Promotion. (2022, June 24). How to overcome anxiety over writing papers?. Go Ask Alice!, https://goaskalice.columbia.edu/answered-questions/how-overcome-anxiety-over-writing-papers.

Dear Alice,

I have terrible anxiety about writing papers. Because of this, I put them off, need to ask for extensions, and then have more anxiety about completing the assignment. In addition, when I start writing, I find it difficult to keep going, especially because I hit what may seem to others as small roadblocks, like uncertainty about citation format. I don’t experience nearly as much stress about other types of work (e.g., studying for and taking exams). What can I do to get over or at least cope reasonably with this fear?

Dear Reader,

Just thinking about writing anxiety made this answer more difficult to compose. You see, writing anxiety and writer’s block are concerns for both students and professionals of all ages and academic levels. In fact, even the most seasoned writers experience anxiety or writer’s block now and then. Fortunately, writing is a complex process that, with practice and patience, may be improved. Read on for some strategies for overcoming the roadblock you’re experiencing.

Writing anxiety comes in multiple forms such as an inability to form an idea, a physical struggle to manifest words on the paper, or a fear of not meeting expectations that hinders your progress. The four main causes of writer’s block include psychological, motivational, cognitive, and behavioral reasons. Psychological causes often include mood or stressors that affect cognitive processing. Motivation-related blocks often arise from a fear of failure. Similarly, those categorized as cognitive causes stem from perfectionism and obsession with details, much like you described in your uncertainty when formatting citations. Lastly, the most common cause of writing anxiety is behavioral changes such as procrastination. Procrastination may lead to a domino effect in which more work doesn’t get done and the pile-up becomes overwhelming. Writer’s block is different for everyone not only in its cause but also in its manifestation and how long it lasts. For some, it may occur for a few minutes and for others it may take decades to overcome, but it’s good to know that it’s possible.

It’s worth noting that more and more research has been dedicated to understanding the psychology behind writer’s block in order to help conquer it. Multiple studies have concluded that writer’s block is most effectively combated by giving the brain a break. This period of time is called the incubation period and could include activities such as going on a walk, playing a word game, or getting a full night’s sleep. When done for an appropriate amount of time, these mental breaks could help writers to think more creatively and find inspiration. Fortunately, writing anxiety is typically a product of a writer’s habits, and habits are changeable! You’ve already made a great first step by identifying a few things that don’t work for you — procrastination and obtaining deadline extensions provide you little or no relief. Now, the next step is to try out or adopt some new habits. To help relieve the anxiety and fear you feel about writing papers, implementing any of the following strategies may be useful:

• Stay on top of your reading assignments and do your best to attend classes — that way you won’t have to cram or teach yourself course material before writing your papers.
• Prior to writing, brainstorm ideas. Create a chart or write down topics of interest to refer back to while writing.
• Follow the guidelines your professor talked about in class or included in a syllabus or grading rubric. If you’re not sure about the guidelines, ask for clarification early.
• Start writing even before you envision your entire argument. Getting words down on paper may help you come up with the rest of your writing assignment. Try free writing or diagramming to inspire ideas.
• Compose different parts of your paper in whatever order feels easy. You’re not required to write in sequential order, as long as the final product is well-organized. Some find it helpful to start with the sections that come naturally and move toward the more challenging parts.
• Avoid stopping and editing each sentence as you write. This will slow you down. Instead, consider writing your paper in several whole drafts, and take breaks between editing. Remind yourself that the first draft is low-pressure and exploratory.
• Write your paper in several sittings rather than trying to crank it out in one marathon session. Attempting to write a paper in one sitting may overwhelm you, thereby distracting you from your task.
• Avoid distractions by turning off your internet and cellphone or writing a draft by hand.
• Get feedback from others. Many schools offer writing support services such as helping you develop and structure ideas, find research, connect thoughts, strengthen your understanding of grammar, and much more.
• Seek out additional support. If you’re wondering if your writing block is related to a learning disability, you can check to see if your school as an office of disability services that provides support to students. 

You can also reach out to instructors or a tutor to help implement these strategies for combating writing anxiety. Remember that writing anxiety is common — and you’re certainly not alone. However, if you continue to experience these feelings and need additional support, you might find it helpful to reach out to a mental health professional.

Additional Relevant Topics:

How do i implement time management strategies and avoid procrastination, what are some tools for managing stress, what should i do if my classmates seem to breeze through coursework while i struggle, how can i find a therapist.