The writing process can be pretty intricate, and every writer tends to have their own techniques and ways of completing work. This process is so complex to many people because it involves brainstorming, editing, proofreading, and rewriting many times. Even professional writers can sometimes force themselves to sit down and spend hours concentrating on one line that does not seem right. The essay of Milk Rose sheds light on the struggles students experience when writing papers.
Like Ruth from UCLA, I, too, can write a sentence and then erase it. I tend to be a perfectionist and prefer the information covered in the paper to make sense and have a strict structure. As a result, I can find the resemblance between my style of writing and those students who struggled with their own process. For example, Ruth thought that the introduction of any paper must “always grab [the] audience” (Rose 394). It can be pretty overwhelming, and most often, many students experience such difficulties because they are taught these rigid principles.
However, unlike Ruth, I only give a brief description of the topic in the introduction. For instance, in the work Mass Shooting, I briefly covered the problem so that later I could give an in-depth analysis of the issue. I knew that the introduction should be clear and contain the main problem because these are the general principles of writing. I also used standard instructions, such as the body’s structure, examples, cliché, and conclusions.
Nevertheless, I cannot consider myself like those students who love to be adventurous with their writing; I prefer a more conservative way of writing that includes facts, descriptions, and opinions. I analyzed articles from HuffPost, CNN, and The New York Times in my paper. With the help of these resources, I was able to communicate the problem and call readers to take measures “to protect the younger generation.”
Hence, I believe that the article by Milk Rose is quite informative. I agree that there are two types of students, the ones who follow rigid rules and the ones that prefer to be adventurous in their writing. However, unlike the students described by Rose, who struggled with so-called blocks, I like to follow the general principles of writing and speaking out of the experience, I can say that I have never had significant disruptions in the process or huge problems.
Rose, Mike. “Rigid rules, inflexible plans, and the stifling of language: A cognitivist analysis of writer’s block.” College Composition and Communication, vol. 31, no. 4, 1980, pp. 389-401.