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The purpose of this paper is to investigate the causes, processes of writer’s block experienced by a group of classroom teacher candidates and its impact on them.

The phenomenological design, which is a qualitative research design, was preferred in the research since it was aimed to investigate the causes, processes of writer’s block experienced by a group of classroom teacher candidates and its effects on the students.

As a result of the data analysis, it is possible to suggest the limitations of subject and time, problems in the process of writing teaching since primary school, anxiety of being controlled and assessed by grades, fear of being criticized, negativity of classroom settings, lack of information about writing, not being able to read and shortcomings in the vocabulary as the causes of writer’s block.

The research has some limitations. First, the research is only in the phenomenology design. Quantitative research is needed to determine the more common effects of outcomes. The other one is a limitation on the participants. A group of adult teacher candidates constitute the participants of this research. Writer’s block of students at different age levels can be examined longitudinally. Nevertheless, the results of the research have the theoretical implications for teaching writing. It specifically guides to understand and eliminate negative affective factors related to writing.

The results of this research have practical implications in terms of classroom practices. The results of the study show that there are practical implications for what should be considered in classroom writing teaching and to prevent the writer’s block.

Writer’s block is an affective state and the examination of it is important in terms of writing instruction. Many students suffer from writer’s block. However, this subject is neglected by writing researchers and educators. The authors expect the results to guide teachers and writing education researchers. Because of these reasons, this study is important and gives good contribution to literature.

The purpose of this paper is to introduce neurological networks as a new metaphor for industrial networks. It also discusses a dysfunction of neurological networks, called writer's block, and compares the disease and potential cures with parallel issues in business networks. The issues raised should alert managers to the disabling effects of anxiety and stress on the functioning of the neurological network of creative individuals.

The paper is a conceptual contribution based on a literature study and empirical observations by the author.

The paper highlights some parallels between the two different networks, because of their functions as communication and interactive systems. Insights are offered into the way current challenges in networks may be solved strategically. The paper also presents some observations on research in the field of business marketing and business networking in general.

Problems in networks may not be solved by pressing on with existing routines. Managers may better think in terms of cures for structural problems. Also, blockage of a network may occur due to pressures and not due to competence problems. Thus, practitioners may rethink their network strategies.

A new metaphor for business networks is introduced by discussing neurological networks, their potential failure and potential cures. New views on strategy are suggested.

Looks at ways to increase writing effectiveness through use of word processors. Considers aspects such as organization of material, methods to remove “writer’s block” and the use of visual facilities to uncover connections between ideas. Discusses aspects relating to prewriting, writing and rewriting.

The purpose of this paper is to convey the experience of writer's block.

The paper takes the form of a poetic exposition.

The paper exemplifies the mental struggle of diagnosing causes and envisaging escape routes for rescuing creativity and writing ability.

The paper suggests the commonly experienced dilemmas of both researchers and practising professionals and the thinking patterns that beset them.

The paper offers a window into the soul of the afflicted professional report writer and research author.

Writing with a Personal Computerpersonal computers, in and out of business, is word processing, which the author feels might more accurately be thought of as wordworking. That is also the area in which personal computers can be the most helpful to a library or a professional user. It is likely that there are more programs available for wordworking than for any other personal computing task. The author discusses some of the problems occasional writers experience, how a personal computer can help overcome them, features that professional writers should look for in a word processor, and how word processing works. Four contemporary word processing systems are used as examples. This material is excerpted from Crawford's book Common Sense Personal Computing: A Handbook for Professionals (copyright 1986 by Walt Crawford), to be published by Pierian Press this year.

English teachers who write have valuable expertise that can benefit students. Although there is a fair amount of research on teacher-writers, little is known about teachers’ writing lives outside of educational or professional contexts. This paper aims to investigate the writing lives and teaching beliefs of five writing contest winners.

This qualitative study, which was guided by sociocultural theory and concepts such as literacy sponsorship, involved individual semi-structured interviews, questionnaires and writing and teaching artifacts.

Data analysis resulted in several themes describing participants’ writing lives: Writing Experiences, Writing Practices and Writing Attitudes. In addition, several themes emerged describing their teaching beliefs: Writing Assignments/Tools, Modeling and Credibility/Empathy/Vulnerability. Overlaps exist in the descriptions of their writing and teaching lives.

Teachers’ writing lives are valuable resources for instruction. It is recommended that teachers have opportunities to reflect on who they are as writers and what has shaped them. Teachers also need new experiences to expand their writing practices and strengthen their writing identities alongside fellow writers. More must be done to understand, nurture and sustain teachers’ writing.

This research expands the conversation on teachers as writers by involving writing contest winners, focusing on their writing lives and noticing how their writing experiences, practices and attitudes inform their teaching. This study suggests several ways to move forward in supporting teachers as writers, keeping in mind the social aspects of learning.