Understanding Writing Blocks: Sex and Law in Early Virginia - Tapa blanda

" . . . fills a void in books about the complex craft of writing . . . debunks the notion that a particular personality type causes 'interference with movement through the writing process' . . . provide[s] a helpful diagnostic for writers, teachers, and advisors to use as a starting point for their own analyses or for those of writers who come to them for help. The advice [Hjortshoj] offers to MA or PhD candidates seems especially insightful."--Deborah Anne Hooker, Issues in Writing, Fall/Winter 2001 "I've never seen a book like this one; it is both interesting and useful."--Rachel Hadas, Rutgers University, Newark "Very good for an upper-level writing class because it focuses on problems that serious students experience."--Thad Cockrill, Southwest Tennessee Community College

Why do capable students and scholars fail to complete writing projects? What is a "writing block," and how can writers get around these obstacles? Why do writing blocks become more common at higher levels of academic work, where writers are not supposed to need help, and more common in the humanities than in the sciences? These are some of the questions Keith Hjortshoj answers in the first book to explain blocks and related struggels as academic writing problems. Understanding Writing Blocks demystifies types of struggle and failure that teachers and advisors commonly ignore, misunderstand, or attribute to obscure emotional, psychological disorders. Using many examples from his consultations with blocked writers, Hjortshoj argues that these are real writing problems, caused by specific misconceptions, writing methods, and rhetorical factors that bring mocement through the writing process to a halt. Beginning with clear definitions and explanations of these problems, the book examines their causes and solutions in undergraduate work, graduate studies, and scholarship. At each level and in the final chapter, "What Can You Do?," Hjortshoj offers specific recommendations for avoiding and moving beyond obstructions that impede the careers of many promising young scholars, especially in graduate programs. A "Note to Teachers and Advisors" provides guidance for identifying and helping students who become mired in writing tasks.