SMARTHINKING Writer's Handbook

Chapter 3, Lesson 4

Writer's Block

Objective
In this lesson, you will be introduced to what writer's block is, as well as ways to deal with and overcome writer's block.

Sound familiar? Blanking out when faced with a writing assignment is a common form of writer's block - the inability to come up with ideas and/or to translate them into a well organized, well developed manuscript. Most writers, whether they are students in a freshman comp class or well-known authors, experience writer's block. Once we understand the causes, we can develop and practice strategies to get ourselves writing again.

What is writer's block, anyway?
Writer's block is real, and it does happen to most of us at some point in our writing careers. It may be caused by stress, anxiety, exhaustion, and/or burnout. But just what is writer's block? To answer that question, we have to look at where the ideas and inspirations for writing come from. Sigmund Freud, in Dreams and Delusions, asserts that the inspiration for writers comes from the unconscious mind, and that the good writer listens to his/her internal voice. In short, according to Freud, the inhibition of writing comes from the inability to listen to the subconscious voice.

If we look at writer's block from a Marxist point of view, we would assume that it comes from a conflict brought about between the writer's social conditions (past review of writing, and the importance of the writing in terms of the writer's life), which may create an anxiety that leads to difficulty producing written texts.

Whichever point of view you agree with, writer's block basically comes from an anxiety, or inability, to move from intention to production: from the assignment through to the final product.

What Is the Difference Between Writer's Block and Procrastination?

The difference between writer's block and procrastination is a fine line. At some point we have all been faced with an assignment we just didn't want to do. We might put it off by doing everything else on our to-do lists, alphabetizing our cd's, even cleaning. Yet, in the case of writer's block, it's more than just not wanting to do the project; rather, it's an inability to actually do it.

Procrastination may be a symptom of writer's block. If you find that you are putting off that essay because you conjure up images of nothing when you try to think about it, you may be experiencing some level of writer's block.

Levels of Writer's Block

There are a number of identifiable levels of writer's block. We'll look at a few of them in this lesson:

• The temporary lapse block: the inability to capture the "right" words, poor organization.
  
• The situational blocks: working under a deadline, conflicting obligations, social demands.
  
• Emotional/Cognitive blocks: these relate to emotional strain, cognitive inability to write, and/or language deficiencies.

Some Common Contributors to Writer's Block

• A negative attitude toward your abilities as a writer and/or toward the assignment ("I can't do this" or "This is a silly assignment");
• Perfectionism ("I can't write another sentence until this one is perfect");
• Fear of criticism ("My teacher and the other students won't like it");
• Reluctance to ask for help ("If I ask for help, people will think I'm stupid");
• Fear of failure ("There's no way I'm going to get a good grade on this");
• Problems with time management ("I have too many other assignments due.").
  

As you can see from this list, we often talk ourselves into a corner when it comes to writing, and then the task at hand seems impossible. Don't give up, though. There ARE strategies you can use to free yourself from writer's block.

Hurdling the Blocks
In order to get over writer's block, writers need to identify what it is that is keeping them from writing. The following sections will go through the first three types of writer's block in the list above and provide some solutions for overcoming it.

• The Temporary Lapse Block
  Temporary lapses include the inability to capture the "right" words. This block may be caused by a number of factors: (1) poor organization, (2) not having enough knowledge or background information on your subject, (3) unfamiliarity with the genre or type of writing you have to do, and (4) over-emphasizing the small things. There are a number of things that may help you overcome this:

  
  

  1. Get organized. Organization may be as simple as rearranging your working area, or as complex as rearranging your thoughts. Here are a few suggestions.

     o Organize your time. Whenever possible, give yourself as much time as possible. Starting a project early may help you avoid the anxiety that comes with deadlines mentioned in the next type of block.
     o Consider making a "to-do" list. Only put 2-3 big projects on it for each day; that way you don't overwhelm yourself. You may find that as you check them off, you are more inclined to get more done. Also, include a thing or two on your list that is easy to do. Sometimes we need the satisfaction of getting things done. Keep in mind this simple advice: "Plan your work, and work your plan."
     o Gather your resources. What do you need for your project? Get the assignment, your research and/or notes, a dictionary (bookmark an online dictionary if you have access to it from where you write), paper, pens, pencils. Getting everything you need together allows you to have easy access to the things you need as you write, and will help you get to them without interrupting the flow of your writing.
     o Develop a working idea, or thesis. The working thesis will guide you in organizing what you want to say in your work. Once you have a working thesis, write it at the top of a piece of paper, then list under it what things you will have to discuss to support or prove your thesis.

  2. Know your stuff. Knowing what you're writing about and how you're supposed to write it is an important process in committing words to paper.

  If you find you are not able to even begin your project, consider whether or not you know enough about it. Have you done your research? Do you understand the type of writing (genre) you are supposed to be doing? To hurdle this obstacle, try some of the following:

  • Look for and read a model of the type of writing you are doing. Ask your teacher for a model or example if she/he hasn't provided one. Often teachers are extremely pleased when student's take an interest in the "how" of writing.
  • Read two or three essays or stories that deal with your issue from different perspectives.
  • Write a list of everything you can think of that has to do with your project on a piece of paper. Use this list to evaluate what you know and what you need to know.
  • Talk to a friend; sometimes when we talk about things, it helps us to clarify what it is we want to write about.
  • Write it as a letter. Consider writing a "letter" to someone you know, and try to explain what it is you're doing. Tell this person what you're writing about, and what's so important about it. You may find some good ideas come out of it.
  • Don't sweat the small stuff. Often when we write, we try to edit as we go, or worry that what we've written is not the "right" thing. This can turn into a vicious cycle that leads to writer's block. As you begin to write, or begin to think about writing, keep these few things in mind:

    • Don't create standards for yourself that are too rigorous. Keep it as simple as possible. Write your points and ideas in simple clean language. At this point in the process, you're just working toward getting all your ideas together.
    • Remember you're starting with a draft; revision is what will make the essay a smooth, flowing work that reflects your level of education, and the expectations of your audience.
    • Write in the dark. Turn off your monitor and let yourself write whatever you think of. This type of brainstorming may help you curb that need to edit as you go. Print this out and re-type it.
    • Try putting pen to paper without stopping for 15 minutes. Then take a break. When you come back, type up what you've written. You may find that as you type, ideas begin to find their way into your work. Don't be afraid to integrate these as they come to you.

• The Situational Blocks
  These blocks are related to working under a deadline, dealing with conflicting obligations, and working to meet social demands. While many of these can be address through the suggestions about organization, some of the following may also be helpful:

  o Give yourself as much time as possible. Sure you've got a busy schedule; we all do. However, you can do some things to make your writing life easer. When faced with a deadline, break the work up into sections. Give yourself a certain period of time to research, brainstorm, talk to people, and take some notes on your ideas. Consider keeping a journal by your bed, and write two-three sentences about your project in it each night or morning. Give yourself a specific amount of time to draft your work. Finally, build in time to revise.

  o Make a deal with yourself. Once you've broken up your work into mini-projects, reward yourself as you complete each stage. Give yourself permission to spend an hour or two not worrying about it. Often this type of reward is the best; removing yourself from even thinking about the project can curb your anxiety about it and refresh you for the next step.

  o Find your natural rhythm. Each of us has a natural rhythm in writing. Think about when, where, and how you write best? Is it at night? Early in the morning? Late afternoons? Do you write best with the radio blasting? Do you prefer silence? Do you write best if you've only given yourself a short time to work on something? (If you think you write best only at the last minute, when was the last time you tried doing it earlier? Consider, instead, only letting yourself write for 30 minutes. Sometimes we prefer to break our own rules.) The following are some examples of ways I've found my rhythm; you may find these helpful in finding yours:

  • Start in the middle, or at the end, or 4/12 though the work. Don't worry that you're not starting at the beginning. There is no rule that says you have to. If you know more about a point that is part of the body of your work, start with it. I'll give you two personal examples here. First, I used to think that my best writing hours were late at night. I like the quiet and stillness the time provides; however, when I went back to college as a single mom, I learned that I couldn't stay up late and sleep late. After all, who was going to take my child to school? I learned that the early morning hours offered me the same things I'd found helpful in the late night hours. So, I had to change my schedule to fit my natural writing rhythm. What times do you find yourself doing your best writing? How do those fit into your schedule now? Is there a way you can re-arrange your schedule to take advantage of what those times offer you?
  • § Another example is the rhythm you have when you are actually working on a project. I tend to find myself in the middle of one part of the work, then suddenly inspired with an idea for another part of the work. For example, as I was writing the section on the previous type of block, "the temporary lapse," I thought of these two examples. Now here I am writing this section. In a moment, I'll move back to the previous section. Many people find that writing in a linear order is not productive for them. If you are writing the body of your essay or story, but find you've suddenly gotten a great idea for your conclusion, don't be afraid to jump to the end of your document, or a new page, and begin writing your conclusion. You may find that it's easier to work backwards, or in any other order, and think of how you'll need to support that conclusion, or how you will build up to the end of that story. Whatever you do, don't crush those ideas, just because it's not "time" to write that section of your work.

   

• Emotional/Cognitive blocks
  These blocks relate to emotional strain, cognitive inability to write, and/or language deficiencies. They are often complex issue to deal with, but by taking things one step at a time, they can be overcome.

  Emotional strain is no rare thing in our society. When you are worried about things, it's often hard to get work done. Try to identify what it is that is worrying you, and then work toward finding ways to resolve the problem you're facing. In terms of writing, try some of the following:

  • Reduce emotional strain as much as possible. Thriving on stress may not be something that's productive for you or your writing. Make time to relax, and do so. If you find that even thinking about writing is causing you extreme anxiety, consider writing about that for a while. Begin by writing, "I am afraid to write because. . ." After you've made your list, look over it. Are there any things on the list you can remedy yourself? Suppose you say, "I am afraid to write because I always get bad grades." Well, that's a legitimate concern. As you've seen, and perhaps experienced, writing is not easy. It's okay if you feel it's a hard thing. Look over your papers in the past; what things do teachers or those who critique your work consistently point out? If you identify a pattern, you can work on strengthening your writing in that area.

   

  • Talk about it. Talk to others about how they approach writing. Often we get stuck in a cognitive rut when we approach things; finding out how others deal with the process of writing may lead you to new ways that are more productive, and less stressful. Writing centers and SMARTHINKING's live classrooms are ideal places to do this. They are staffed by people who have probably experienced writer's block, and who have tried various methods for getting over it. In most writing centers, there's no rule against going in and saying, "Hey, I just want to talk about writing with someone." Consider it therapy for the writer in you.

   

  • Exercise. Yes, it's true. Exercise is proven to reduce emotional stress and anxiety. The exercise doesn't have to be strenuous; although many writers claim this helps them most. Simply taking a walk or a bike ride can help.

   

  • Language deficiencies occur when someone doesn't have the ability to write at the level they're required to. Again, don't worry. We all have to start somewhere. First of all, figure out, on your own or with someone, what you need to work on. If you're a second language speaker, or if you think your educational background in writing is not strong enough, you may need to work on developing your vocabulary, and learning the nuances of the language. These are things you can deal with. Assessing where you are, and what you need to know, is the first step. Don't be afraid to ask for help. Often those who seek out help end up as better writers than those who begin with stronger language skills. Consider setting up a regular tutorial with someone. Work on your writing a little bit at a time. Make the dictionary your best friend. Each of these things can help you in your goal of becoming a better writer. It's no shame not to know something, but it is a shame when you don't find out about what you need to learn.

   

Exercises
The following two exercises may help you get started on that work you just can't seem to break into. They are based on the idea of writing a letter to get you started. The first provides a model, and asks you to try writing a letter. The second shows you how you can take what you've written and work it into an essay.

Keeping it simple when you start is one of the best ways to figure out what it is you're writing about, and where you want to go with it. One way to do this is to write a letter to a friend, or your teacher. The purpose of the letter-- in this case-- is to explain what you plan to write about. So, sit down at a computer or with a paper and pen, and spend a few minutes writing a letter to someone, and tell that person what you are writing about.

(Our responses to these exercises will be printed at the end of this section lesson. So, if you'd like to take a look at what we've come up with, scroll down to the bottom of the page, and look for the text under "Our Responses."

Once you've got a letter down, look at what you've written. At this point, your letter might be a bunch of random thoughts, but it's a start. In order to sort it all out, take a minute and reread your letter, and make a list of the main points you bring up in the letter. Also, if there some central theme that you identify? If so, put this at the top of your list. (You can write all of this out in the same document or on the same piece of paper you used for your letter.)

The information you come up with might become a rough road map for your essay or writing projects. You can use this list to organize you as you begin writing. Now that you have some ideas, your job is to figure out the ways to support the points or central theme you've identified. (Again, if you'd like to see the responses we've come up with, look below, under "Our Responses.")

Our Responses

Part One: Letter
Dear teacher:
You told us we have to write about a person we think is a hero. I want to tell you about why I think Martin Luther King, Jr. is a hero. He really pulled people together during the civil rights movement. When I first read his "Letter from Birmingham Jail," I was amazed at how carefully he had though about all the reasons for his cause. I was also impressed by the way he so carefully and calmly replied to accusations made against him. I'm not sure I could have done this. He was so calm. And that relates to his whole strategy of non-violence. I think it would take a great deal of courage and self-discipline to not fight back, especially when you are faced with a system that is so wrong! I mean he and all of his family were considered less than worthy to drink from certain water fountains, and sit in certain seats. That was so unjust! But even though it was, he didn't get violent. He didn't go out to "get even" with people, even though some of those people had murdered people just because they were different. He is a hero because he worked to make change for everyone, and not just get back at the bad guys.

Part Two: List
Martin Luther King, Jr. is a hero because:

1. He didn't set out to get even, instead he carefully thought out what he and others could do to change the system.
2. He used techniques non-violence to achieve his goals. Non-violence calls for self-discipline, and a united purpose. He was able to convince people to unite with self-discipline.
3. He did all of this because it was right for many people, not just for him. He pursued a higher purpose.

_________________________________________________________

Final Notes
Finally, here are some things not to do:

• Don't beat yourself up. Writing is hard work, and don't let anyone tell you it's not. Remember that the best ways to get better at it are write, write, write, and read, read, read, then write some more.
• Always listen to what people like, and what they don't understand in your writing. These are cues that can help you use your strengths and strengthen your weaknesses.
• Don't quit writing. Sure, it's discouraging when someone says, "I don't understand this," or "this isn't good enough." We have all heard those words at sometime or another. But find out what your readers needed to know. View it as a challenge; how can you make them best understand your perspective in writing?
• Don't set impossible goals. No, you can't write the greatest American novel in five days! No, you probably won't publish four volumes of poetry before you're 19. Don't be discouraged about this, though. Keep in mind the fact that writing is a craft and an art. These things require study and attention to technique and development of style. Evaluate where you are, then figure out what you need to learn to get you to the next stage. One step at a time goes a long way.
• Don't obsess on one thing. If you focus on one thing, you may shut out the millions of other possibilities. Look at your project from different perspectives. Try a different voice or format. Move to the next step and come back to the issue that's stopping you. Giving yourself the permission not to worry about it often opens up options you might not have considered.

Summary
This lesson has discussed writer's block and ways to overcome it. In general, overcoming writer's block is a personal pursuit; however, some of the most common problems have practical solutions.

Suggested readings:
Aaron, Stephen. Stage Fright. Chicago: University of Chicago Press, 1996.
Bell, C.R., Ed. Uncertain Outcomes. Lancaster: MTP Press, 1979.
Leader, Zackary. Writer's Block. London: John Hopkins University Press, 1991.
Rose, Mike. When a Writer Can't Write. New York: Guilford Press, 1985.
Rothenberg, Albert. Creativity and Madness. London: John Hopkins University Press, 1990.