Mike Rose examines the progression of problem resolution in writing by learners who he classifies as “non-blockers” and “blockers”. Block writers have been established to encounter difficulties in their practice of writing. On the contrary, the non-blockers have greater knowledge in their writing practices and this makes them write with ease. In this regard, Rose sought to bring in perceptions that writers employ in the course of their writing progression that he recognized as rules and plans.
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In line with Rose, writers utilize rules and plans with the purpose of attaining their objectives in writing. The author further elucidates the formation of rules and the manner in which they assist in problem-solving approaches. He affirms that rules may be divided into algorithms and heuristics. Rose asserted that algorithms signify the rules that act in a given way and have no possibility of changing because they are less appropriate and more static. In contrast, heuristics are elastic and are simple to change. The study uses the two concepts (algorithms and heuristics) to elaborate the dynamic in writing with respect to non-blockers and blockers.
Rose found blockers to stick to algorithms that guide them to encircle their resourcefulness and accordingly embark on them to pursue their initial plans. The writing of blockers is composed of rules that are suitable, which goes a long way to limiting them from sufficiently explaining their notions. All the five blockers depicted in the study have rules and plans that are relevant to their writing incorrectly.
For instance, Ruth is convinced that the preliminary paragraph has to capture the interest of the reader instantly. She believes that adhering to this regulation will ensure that her writing gets enhanced, which will eventually make her compel every writing to start in a similar manner, with a catchy paragraph. Another rule held by blockers concerns the application of three points or affirmations in their writing. Such are inflexible rules that limit the knowledge of the writer and are what the author refers to as algorithm styles. Quite the reverse, non-blockers utilize less fixed rules while preferring the more pliable ones. Different from the blockers, the non-blockers write easily devoid of the existence of rules.
In most occurrences, the rules employed by blockers are not off beam since it is very commendable, for instance, to draw the attention of the reader with an appealing introduction or ensure a comprehensive first paragraph before proceeding. The problem lies in such rules being adhered to as if they were algorithms instead of the free heuristics that they are meant to be. The existing challenges become more complex when they are made to appear resistant to or separated from the remedial feedback.
The author affirms that the learners who employ less strict rules write very freely. In addition, writing ought to be exciting and not constrained and Rose is convinced that the strict rules and rigid plans present great setbacks in the practice of writing by the learners. He asserts that the replacement of the limitations that restrict and spoil the excitement of writing by squeezing in it an outline with less strict rules and plans will result in blockers being turned into non-blockers. Effective writing calls for unrestricted, adventuresome thinking as opposed to a limited and compelled thought process. In this regard, learners should be trained on the best way of identifying the rules that are suitable for particular problems.