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.

Table of Contents:
1. ARE WRITING BLOCKS REAL? ; I. A Personal Problem? ; II. What Blocks Are Not ; III. Thought and Movement ; IV. Blocks Are Real Writing Problems ; 2. PRODUCTS AND PROCESS ; I. The Value of Privacy ; II. Stage Fright in Rhearsal ; III. What Are You Actually Doing? ; IV. The Phases of the Writing Process ; 3. LINES, LOOPS, AND DELAYS ; I. Making Lines Out of Loops ; II. Euclidian Myths ; III. Spriral Process ; IV. Notwriting ; 4. METHODS, STANDARDS, AND PREMATURE JUDGMENTS ; I. Many Right Ways ; II. Whose Standards Are You Trying to Meet? ; III. The Challenge of Governing Expectations ; 5. TRANSITIONAL BLOCKS IN UNDERGRADUATE STUDIES ; I. Diagnostics ; II. Developmental Blocks in the Transition to College ; III. Facing the Necessity of Revision ; IV. Institutional Causes and Unfortunate Solutions ; 6. WHAT IS YOUR THESIS? ; I. Endless Introduction ; II. What Writers Need ; III. Liminality ; IV. Rhetorical Supports in the Sciences ; 7. PUTTING WRITING IN ITS PLACE ; I. Making Your Next Move ; II. Syntactic Block ; III. Settling for Less ; IV. Gender, Time, and Space ; 8. SCHOLARLY PRODUCTION ; I. Synopsis ; II. A Hidden Category ; III. Binge Writng vs. Moderation ; IV. Costs and Benefits ; 9. WHAT CAN YOU DO? ; I. The Normality of Writing Blocks ; II. The Reality of a Writing Block ; III. What You Can Do ; A NOTE TO TEACHERS AND ADVISORS ; What Teachers Can Do ; What Advisors Can Do ; REFERENCES