I turned to the page on which Susan Griffin's account was written and was pleasantly surprised to find that it was quite short. It's length, or lack thereof, encouraged me to jump right into the reading and annotating portion of the assignment. Once I was finished with that I took another look at the assignment sheet and began to think back to my senior year of high school and where I came across a serious case of writers block

The assignment seemed very straightforward and quite simple when I first read it but things did not go as planned. The progress of my paper definitely did not move forward "along a perfectly clear, straight line leading from one point to another, to the next and then the next, until there is a neat conclusion." My thought process, as well as my paper, ended up being very twisting and indirect.

I did not find many connections between Griffin's piece and what we read about in our Writing Analytically book. I think that this could be because her story was very short and to the point. The one link between the two that I picked up on was Griffin's tool of continuously reformulating questions and answers. This occurred numerous times starting about half way through her story.

I do realize that the assignment was to be about an episode I experienced in the past about resolving writers blo

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Susan Griffin's, , Susan Griffin, Writing Analytically, writers block, reading annotating portion, annotating portion assignment, griffin's piece, portion assignment, reading annotating, annotating portion,
Approximate Word count = 605
Approximate Pages = 2 (250 words per page double spaced)