the thing about essays that really frustrated me when i was in k-12 was that they were boring, hard, and no matter what i did there was always some feedback about how my ideas "weren't quite there" or were underdeveloped or how some of them were off-topic to the main point of the essay, etc. etc. etc. β when i got older i realized that the point of essay-writing is that it assesses critical thinking, something i was actively developing at the age i was being assigned those essays, which can't be taught directly and instead needs to be fostered; then, that critical thinking needed to be applied in a very specific way to a kind of writing that was really (maybe overly) structured, and that i was being assessed on both the ideas being presented and the writing communicating those ideas. the way i got over this (definitely over years and years, not all at once) was realizing that the point of an essay (and the kind of unspoken process of thinking critically) was:
1. deciding / finding what i actually think β usually starting with a question about the subject, and then trying to answer it myself (which meant picking a sufficiently interesting question)
2. proving / demonstrating what i actually think β this is the breaking down; what can i extract from a source that agrees or disagrees with my thoughts, what are some secondary sources that can further elaborate on or contextualize my thoughts, and laying all those pieces out
3. putting those pieces in order on the page so that the person reading them can follow the train of thought and (hopefully) arrive at the same conclusion β this is the putting back together
it can feel like other folks know what they're going for but really it's either knowing the audience (i.e. [teacher / reader] is probably looking for this kind of question or this kind of answer) and then applying that process, or they're just really in touch with their creative and critical faculties such that they can identify an interesting question and a thoughtful answer
that stuff comes with time (or at least it did for me) because critical thinking is an innate human quality; everyone has at one point or another asked a non-empirical question and arrived at their own conclusion to that question, but learning how to structure that thinking and write well enough to effectively express that perspective for a teacher, academic journal, etc. is something that requires you to practice at it and experience more life and have more thoughts that can feed into that process. and the fostering piece is so important because i feel like that requires extra care and investment on the part of the person educating you who at best is wildly under-resourced to do so and at worst has decided that's just not a part of their job description and therefore something they won't touch with a ten-foot pole
all this to say i do relate, i think that doesn't feel like it's the case for me anymore necessarily and i'm sure at some point it won't for you β and even if essays never end up being your bag, there are so many other forms and mediums to communicate complex ideas that can often be much more resonant and beautiful for people, essays are not the end-all-be-all way to communicate big thoughts