O’Donnell 1

James O’Donnell

Heather Vazquez

Composition 1

12 December 2023

Writing Process Task 2

Rose’s text discusses writer's block and how rigid rules can impede the ability to write as

is shown by a sample of 10 students. the text then discusses the problem-solving method

introductory->processing->solution. Processing is guided by rules divided into algorithms (strict

like math equations) and heuristics (rule of thumb). Humans also use a plan during problem

solving which usually follows TOTE Test Operate Test Exit. Some students were classified as

“blockers” that prevent themselves from writing with rules or plans such as being told to grab the

reader's attention. Several of these students had different rules or problem-solving strategies that

were detrimental to their writing some as early as the planning stage. Some of the students were

“non-blockers” and avoided writer's block maintaining the ability to write. These non-blocker’s

rules are more heuristic, functioning as the antithesis to the algorithmic rules that were used by

the blockers. One of the non-blockers even states to ignore existing rules when you’re stuck. The

main difference is that the non-blocker’s rules are few and adaptable while the blocker’s rules are

very strict and do not adhere to change. I think that if I had to pick, I would say that I'm similar
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to the non-blockers in the sense that if I get stuck, I just start writing and I have long since

abandoned strictly adhering to the rules I was told back when I was learning to write. Now as for

Celestine’s text. Celestine begins by discussing their ideal writing environment and then going

into to formative events that shaped them as a writer. Celestine talks about trying to shape their

writing to meet their desires by not adhering to a strict ruleset and instead just writing and

stopping to review it occasionally. This style of writing is very similar to my own. Celestine also

discusses how their writing is different when they write for themselves vs. when they write a

formal complaint or school assignment. The last major point that Celestine covers is that they

have many new writing habits forming constantly based on their environment.
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Part 2:

My style of writing was not greatly impacted by these readings since I already used many

of the tactics discussed. The only real time I even get writer's block would be when I am writing

the introduction but even then, I have always found that just writing and making any small

changes I need to works well enough. In the past, I used to get writer's block all the time and

would spend hours agonizing over how to properly write something while adhering to the rules,

but after I took AP psych in high school, I figured that the only thing that matters is properly

conveying your points and emotions, so I began to veer away from the conventional rules. My

drafting process is also largely unchanged if anything this just reinforced my ideals when it

comes to writing. the largest change I can consider making would be to consider the origins of

my motivation and what exactly I’m trying to say before I start writing as Celestine does. As far

as writer's block goes This reading has reinforced my belief that just writing when you get stuck

and not bothering with “proper” writing structure will help to increase productivity.
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Works Cited

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

Writing. 4th ed., edited by Elizabeth Wardle and Doug Downs, Bedford/St

Martin’s, 2020, pp. 158-171

Celestine, Jaydelle. “Did I Create the Process? Or Did the Process Create Me?” Writing

about Writing. 4th ed., edited by Elizabeth Wardle and Doug Downs, Bedford/St

Martin’s, 2020, pp. 205-215