Rigid Rules, Inflexible Plans, and the Stifling of Language: A Cognitivist Analysis of Writer's Block.

  title={Rigid Rules, Inflexible Plans, and the Stifling of Language: A Cognitivist Analysis of Writer's Block.},
  author={Mike Rose},
  journal={College Composition and Communication},
  • M. Rose
  • Published 1980
  • Sociology
  • College Composition and Communication
Ruth will labor over the first paragraph of an essay for hours. She'll write a sentence, then erase it. Try another, then scratch part of it out. Finally, as the evening winds on toward ten o'clock and Ruth, anxious about tomorrow's deadline, begins to wind into herself, she'll compose that first paragraph only to sit back and level her favorite exasperated interdiction at herself and her page: "No. You can't say that. You'll bore them to death." Ruth is one of ten UCLA undergraduates with whom… Expand
Released into Language: Errors, Expectations, and the Legacy of Mina Shaughnessy
When Adrienne Rich reprinted her essay “Teaching Language in Open Admissions” in 1979,1 she added in a headnote that the “profound” experiment of open admissions was, perhaps, “naively optimistic,”Expand
The Neglected Third Factor in Writing: Productivity.
write fluently, colleagues who had trouble writing came to me for advice. The uniform goal of these academicians was not only to diminish anxieties about writing but to finish projects that had lainExpand
Reexamining Basic Writing: Lessons from Harvard's Basic Writers.
If you place the words basic writing and Harvard University in close proximity you are likely to attract attention. 1 When Harvard University's Expository Writing Program added a course in "basicExpand
Why Academicians Don't Write
Writing for publication is not only laborious and slow, it may also engender aversion: "Telling a writer to relax is like telling a man to relax while being prodded for a hernia. ... He thinks thatExpand
L1 and L2 Writers' Strategic and Linguistic Knowledge: A Model of Multiple‐Level Discourse Processing
This study compared the cognitive processing of 12 anglophone second-year French undergraduate students who were prompted to write an argumentative text in both L1 (English) and L2 (French). TheExpand
Krashen's Second-Language Acquisition Theory and the Teaching of Edited American English.
Recent research in composition theory has provided writing teachers with an abundance of information and techniques for teaching most parts of the writing process. They have only to pick up a journalExpand
Writing Blocks and Tacit Knowledge
regimen has a similar application. It means putting writers on a schedule while easing them away from distractions and interruptions. It means teaching the ability to produce writing in substantialExpand
Speaking on the record
Reading and writing have become the predominant way of acquiring and expressing intellect in Western culture. Somewhere along the way, the ability to write has become completely identified withExpand
Writing Processes of EFL Students in argumentative Essays: a Case Study
The paper reports on a case study of the writing processes and products of Tunisian EFL university students in an argumentative essay. The data came from (i) audio-taped think-aloud protocolsExpand
The problem-solving processes of writers and readers. Occasional Paper No.7
This theoretical position is illustrated with a series of "scenarios" that portray students of varying ages and levels of sophistication as they tackle writing and reading assignments in school. Expand


Problem-Solving Strategies and the Writing Process
IN THE MIDST of the composition renaissance, an odd fact stands out: our basic methods of teaching writing are the same ones English academics were using in the seventeenth century.' We stillExpand
Publisher Summary When the psychological nature of a concept is identified, the attributes that serve to distinguish concepts from other psychological phenomena. The first and probably most obviousExpand
Problem topology and the solution process
In three experiments, S s solved problems in which they were required to chain together “in their heads” facts committed to memory. Solution time was found to increase with the length of the problem,Expand
Problem Solving
The first four steps used by experienced problem solvers to understand and define the real problem are given below: collect and analyze information and data. Expand
Hayes , " Problem Topology and the Solution Process , " in
  • 1971
Hayes , " Problem Topology and the Solution Process , " in Carl P . Duncan , ed . , Thinking : Current ExperinzentalStudies
  • 1971
James Archer , " The Psychological Nature of Concepts , " in H . J . Klausmeier and C .
  • Analjsis of Concept Learning
  • 1970
Ausubel , The Psychology of Meaningful Verbal Behavior ( New York : Grune and Stratton ,
  • 1966
) ; Robert M . Gagn 6 , " Problem Solving , " in
  • Categories of Human Learning
  • 1963