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Lahmya Hughes

Professor Gardiakos

ENC 1101

02/26/2020

Reading Response for Mike Rose

Mike Rose’s Piece, “Rigid Rules, Inflexible Plans, and the Stifling of Language” goes

into depth on the topic of rules and plans, their differences, and how each one effects students.

After studying ten UCLA students, Rose evaluates the results, and focuses on the hinderance that

rules and plans place on students’ writing process and writing in general.

Rose states in this paper that writer’s block stems from “writing rules or with planning

strategies that impeded rather than enhanced the composing process” (790). Rose first elaborates

on rules and how they often restrict students. According to Dunker, Polya, and Miller, Galanter,

and Pribam, these rules have two categories: heuristics and algorithms (791). Rose describes

heuristics as “so ‘loose’ as to be vague”. This description gives a perfect idea of what a heuristic

is. Based on Rose’s piece, a heuristic is a loose guideline, or general “rule of thumb” that

someone can follow with no definite solution. The aspect that makes a heuristic what it is, is the

flexibility of how one can use that rule.

For example, a heuristic that is widely accepted and provides a lot flexibility is the

standard organizational structure of a paper. Most people learn that an essay is five paragraphs

including the one paragraph introduction, three body paragraphs, and a one paragraph

conclusion. Each paragraph must between 3-5 sentences that include a topic sentence, a

clarification of the information introduced, a quote for support, an explanation of the quote and

how it relates, and a conclusion. This technique was learned in elementary school, and while it
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provides a general outline of how a paper should be organized. One should not start an essay

concluding ideas that were never introduced, but it is not necessary for every one of their

paragraphs to have 5 sentences, each having to effectively describe a point. This is the flexibility

provided by a heuristic. I purposefully don’t follow this rule because I believe that a full

paragraph, abundant in information and reasons is much more effective than a quick rundown of

information.

Another type of rule introduced by Rose in his piece is an algorithm. These rules are

"precise” and “result in specific” products. Rose also uses two words to describe algorithms:

“precision and certainty” (791). Based on these words and phrases, it is clear that algorithms are

very straightforward rules. There is little room for flexibility or differences. Algorithms can be

compared to a game of darts. While the surrounding slots are worthy of points and the larger

surface area of the outer slots is a lot larger (providing flexibility to the game), algorithms would

be considered the center. The numerical value of these slots is not relevant, but the idea that there

is little flexibility to get into that small slot is the idea. A writing example of an algorithm would

be the rules of grammar. These rules are extremely specific and violating them is looked down

upon by professors because the rules of grammar is a strong part of effective communication.

While one can make a stylistic choice to dispose of the rules of grammar, it is just that- a stylistic

choice and a well-educated reader will notice that it is purposefully incorrect. There is a precise

way to construct sentences and words, that is accepted by the speakers of the language, and

breaking the rule is either a mistake, or a purposeful choice by the author who knows that their

choice is incorrect. I follow the grammar rules strongly and only use them incorrectly in my

poetry, for emotional effect.

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Rose separates the ‘blockers’ from ‘non-blockers’ which is a categorically motivated way

of separating writing heuristics and algorithms based on their effect. A blocker is someone who

lets these rules consume their mind during their writing process. For example, Rose uses one of

the ten students, Ruth, who allows an attention-grabber to stump her writing process. Laurel,

another student, allowed the ideas of organization of points in a body paragraph to hinder her

writing (794). These two writers allowed these heuristics to restrict their success because they

are afraid of breaking rules that had been taught to them, and this ultimately slows them down or

causes problems in their papers.

Non-blockers, on the other hand, capitalize out of heuristics. They typically write their

pieces with the rules lightly in mind. These students “‘try to keep audience in mind’” and ‘use as

many ideas in [their] thesis paragraph as [they] need.’”, which shows their flexibility of

following these rules (796). The rules are considered and followed loosely, but the ultimate

decision is up to the writer, who doesn’t allow these rules to stop their writing process, but will

either revisit or revise the paper, or “ignore” the rules all together (796).

Personally, I am a non-blocker. I brain dump my ideas on the page and revise my ideas

after each paragraph. This process works best for me because I allow every idea I have to exit

my mind and ultimately create a gigantic outline that I am able to constantly go back and change

irrelevant information, poor grammar choices, or organizational issues. I would say I am similar

to Ellen. I have a “general outline” in my head of the points I want to address, but I do not like to

list them out because the thinking process of creating an outline takes my attention away from

what I want to say and how I want to say it. Instead of helping me, an outline would take my

creativity away and I’d feel forced me to say exactly what is on my outline.
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Works Cited

Rose, Mike. “Rigid Rules, Inflexible Plans, and the Stifling of Language”. Writing About

Writing, edited by Elizabeth Wardle and Doug Downs, Bedford/St. Martin’s, 2014, pp.

787-800. Print.