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Causes[edit] Brian Huynh
-bold lettering are my edits

Writer's block may have several causes. Some are creative problems that originate within an author's work itself. A writer may run out of inspiration, or be distracted by other events. A fictional example can be found in George Orwell's novel Keep the Aspidistra Flying, in which the protagonist Gordon Comstock struggles in vain to complete an epic poem describing a day in London: "It was too big for him, that was the truth. It had never really progressed, it had simply fallen apart into a series of fragments."

Other blocks may be produced by adverse circumstances in a writer's life or career: physical illness, depression, the end of a relationship, financial pressures, or a sense of failure.[citation needed] The pressure to produce work may in itself contribute to writer's block, especially if they are compelled to work in ways that are against their natural inclination (e.g. with a deadline or an unsuitable style or genre).[citation needed] The writer Elizabeth Gilbert, reflecting on her post-bestseller prospects, proposed that such a pressure might be released by interpreting creative writers as "having" genius rather than "being" a genius.

It has been suggested that writer's block is more than just a mentality. Under stress, a human brain will "shift control from the cerebral cortex to the limbic system". The limbic system is associated with the instinctual processes, such as "fight or flight" response; and behaviour that is based on "deeply engrained training". The limited input from the cerebral cortex hinders a person's creative processes, which is replaced by the behaviours associated with the limbic system. The person is often unaware of the change, which may lead them to believe they are creatively "blocked". In her 2004 book The Midnight Disease: The Drive to Write, Writer's Block, and the Creative Brain, the writer and neurologist Alice W. Flaherty has argued that literary creativity is a function of specific areas of the brain, and that block may be the result of brain activity being disrupted in those areas. Dr. Flaherty suggested in her writing that there are many diseases that may impact one's ability to write. One of which she refers to is hypergraphia, or the intensive desire to write. She points out that in this condition, the patient's temporal lobe is afflicted, usually by damage, and it may be the same changes in this area of the brain that can contribute to writer's-blocking behaviours. Not to be confused with writer's block, agraphia is a neurological disorder caused by trauma or stroke causing difficulty in communicating through writing. Agraphia cannot be treated directly, but it is possible to relearn certain writing abilities.

Physical damage can produce writer's block. If a person experiences tissue damage in the brain, i.e. a stroke, it is likely to lead to other complications apart from the lesion itself. This damage causes an extreme form of writer's block known as agraphia. With agraphia, the inability to write is due to issues with the cerebral cortex; this disables the brain's process of translating thoughts into writing. Brain injuries are an example of a physical illness that can cause a writer to be blocked. Other brain related disorders and neurological disorders such as epilepsy have been known to cause the problem of writer's block and hypergraphia, the strong urge to write. Some other causes of writer's block has been due to writer's anxiety. Writer's anxiety is defined as being worried with one's words or thought, thus experiencing writer's block.

For a composition perspective, Lawrence Oliver said in his article "Helping Students Overcome Writer's Block": "Students receive little or no advice on how to generate ideas or explore their thoughts, and they usually must proceed through the writing process without guidance or corrective feedback from the teacher, who withholds comments and criticism until grading the final product." He said that students "learn to write by writing", and often they are insecure and/or paralysed by rules.

Phyllis Koestenbaum wrote in her article "The Secret Climate the Year I Stopped Writing" about her trepidation toward writing, claiming it was tied directly to her instructor's response. She said, "I needed to write to feel, but without feeling I couldn't write." In contrast to Koestenbaum's experience, Nancy Sommers expressed her belief that papers do not end when students finish writing and that neither should instructors' comments. She urges a "partnership" between writers and instructors so that responses become a conversation.

'''Herman A. Estrin in his article "Motivation in Composition Writing" writes "When freshmen are assigned such topics for a research paper as...they have no real background of the subject for an in-depth paper...they prepare a mechanical, lifeless paper with no creativity, imagination, or originality". According to him, freshman students write well about topics they are passionate about'''

'''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 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". Writing development is therefore both enhanced and endangered during the first years in school.'''

Mike Rose stated that writer's block can be caused by a writer's history in writing, rules and restrictions from the past. Writers can be hesitant of what they write based on how it will be perceived by the audience.

'''Guangming Ling in their article "Writing Motivation: a validation study of self-judgement and performance" observed that there is a negative correlation between self-efficacy and avoidance goals in studies on writing apprehension and writer's block. This suggests that having hesitations about writing may lead to less effort and thus less success. '''

James Adams noted in his book Conceptual Blockbusting that various reasons blocks occur include fear of taking a risk, "chaos" in the pre-writing stage, judging versus generating ideas, an inability to incubate ideas, or a lack of motivation.

'''Ana Camacho in her article "Writing Motivation in School: a Systematic Review of Empirical Research in the Early Twenty-First Century" wrote that a condition was proposed that would enhance writing motivation in the classroom. To foster students' positive self-beliefs and beliefs about writing, teachers must nurture their self-beliefs as well as their beliefs about the writing task.'''

Leonie Kirchoff in his article "Motivation in the Writing Centre: A Peer Tutor's Experience" states "The concept of 'amotivation' describes a lack of motivation due to an indivudal's feeling of incompetence and helplessness". '''Demotivation is the process of reducing or diminishing motivational basis for behaviour or ongoing actions through external influences. An external factor such as feedback may affect demotivation, whereas an internal factor, such as pessimistic expectations, may cause amotivation. Even so, both concepts have similar effects on writers.'''

Other research identifies neurological malfunctions as a cause. Malcolm T. Cunningham showed how these malfunctions can be linked to trauma both mental and physical.