Noting that the problem of writer's block is often rooted in such cognitive difficulties as rigid or inappropriate composing rules and planning strategies, this study approaches writer's block as a measurable problem that can be analyzed and remedied. The introductory chapter defines writer's block and pertinent terms, discusses a cognitive model of the composing process, reviews previous studies on writer's block, and gives an overview of the present study. The second chapter describes the research procedures, which involved a questionnaire and stimulated-recall study, and presents results of the studies. The third chapter contains case studies of two of the subjects--one a high-blocker, the other a low-blocker--while the fourth chapter summarizes the results of the study, discusses implications for the cognitive model, and presents the implications of the results and model for writing instruction. An afterword on areas for further investigation discusses the relation of blocking to discourse mode and audience, to context, to cognitive styles and personality characteristics, and to the writing experience. Appendixes include the questionnaire and the results of the statistical analysis, materials from the stimulated-recall study, and the analytic scale for evaluating the stimulated-recall essays. (HTH)