So block can be triggered by writing to others' rules, overwhelming writing tasks, and, I would imagine, by spending too much reflection time articulating one's play-by-play writing process as it begins to emerge and by spending too long in the initial stages of a writing task. Sheesh, what to do?
Rose is asking us to help students to find that point between the clutch and gas... the point where students don't drag irrelevant rules into the game, and let themselves off the hook when they find that they've painted themselves into corners. A reminder that writing is all about choices and balances. We need to provide enough structure and scope to a project that students won't be blinded by the arbitrary-ness, and we need to allow them enough room to make choices that really mean something to them. And, as Rose notes, we need to provide reasonable response to what they've written.
I found Rose's solutions interesting (building a writing history, including information on composing processes). I'm also interested in how much impact individual conferencing can have.
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