Editing Writer's block (section)

===Student motivation===
Herman A. Estrin in his article "Motivation in Composition Writing" writes: "When freshmen are assigned such topics for a research paper as&nbsp;... they have no real background of the subject for an in-depth paper&nbsp;... they prepare a mechanical, lifeless paper with no creativity, imagination, or originality".<ref>{{Cite journal |last=Estrin |first=Herman A. |date=1973 |title=Motivation in Composition Writing |url=https://www.jstor.org/stable/27564516 |journal=Improving College and University Teaching |volume=21 |issue=2 |pages=132–134 |doi=10.1080/00193089.1973.10533389 |jstor=27564516 |issn=0019-3089|url-access=subscription }}</ref> According to him, freshman students write well about topics they are passionate about. Moore, Marshall in his article “Articulate Walls: Writer’s Block and the Academic Creative.” thinks similarly by writing: "...his or her practice is paralysingly out of sync with the syllabus; and teaching from a state of creative depletion may engender a cascade of self-doubt. This paper will look at the process by which these practitioners attempt to navigate this zone of creative disconnect.". Saying having assigned, planned out, and required papers is contributing to loss of motivation.<ref>{{Cite journal |last=Moore |first=Marshall |date=2018-07-03 |title=Articulate walls: writer's block and the academic creative |url=https://www.tandfonline.com/doi/full/10.1080/14790726.2017.1384025 |journal=New Writing |language=en |volume=15 |issue=3 |pages=348–359 |doi=10.1080/14790726.2017.1384025 |issn=1479-0726}}</ref>

Aline Alves-Wold, in her article "Assessing Writing Motivation: a Systematic Review of K-5 Students' Self-Reports" states that there is a general lack of research on the motivation of students to write in the first few years of education, which is problematic when one considers how important initial experiences are in motivating students to write. Success generally enhances one's belief in their efficacy, whereas failure weakens them. "These mechanisms are particularly evident in early phases of skill development where failure typically occurs before a sense of efficacy has been firmly established. This implies that children in their first years in school have writer self-beliefs that are particularly malleable and dynamic".<ref name=":3" /> Writing development is therefore both enhanced and endangered during the first years in school.<ref name=":3">{{Cite journal |last1=Alves-Wold |first1=Aline |last2=Walgermo |first2=Bente Rigmor |last3=McTigue |first3=Erin |last4=Uppstad |first4=Per Henning |date=2023 |title=Assessing Writing Motivation: a Systematic Review of K-5 Students' Self-Reports |journal=Educational Psychology Review |volume=35 |issue=1 |pages=24 |doi=10.1007/s10648-023-09732-6 |issn=1040-726X |pmc=9947433 |pmid=36852261}}</ref>