The purpose of this study was to examine the causes and characteristics of writing blocks of high school students and to suggest conversation as a solution. To this end, a survey was conducted to verify the current situation of participants’ writing blocks. Then, the study examined how small-group conversation affects writing blocks in the Gajeon writing situation.
The results showed that, although 80% of the students had already experienced writing blocks their willingness to resolve the problem proved to be strong. The writing blocks of the students had cognitive causes, such as lack of planning before writing, lack of knowledge in writing, and difficulty in creating a writing structure, and emotional causes, including pressure to fill the quantity, situations in which one has to write without having the will, and fear of failure.
When experiencing writing blocks, the students attempted to solve the cognitive causes by talking about determining materials, creating and choosing content before writing, and rechecking the given assignment. They also attempted to solve the emotional causes of the blocks by talking about issues such as expressing one’s situation, praising friends, and empathizing with those facing the same situation.
Finally, 75.5% of the students said that it is helpful to talk when faced with writing blocks. In addition, students who experienced writing blocks received help in both cognitive and emotional issues while having conversations. Therefore, conversation is an effective way to solve both the cognitive and emotional causes of high school students’ writing blocks.