All conferences are primarily led by the student and are focused on the identified reading or writing skills identified in class. C Students working at this level do not yet engage every assignment and inconsistently demonstrate a willingness to examine their own thinking and assumptions. Only a minor portion of the student's work reflects a level of thinking beyond the obvious and the superficial. Students come to class minimally prepared to discuss assigned readings and to participate actively in all phases of the course. A majority of assignments are submitted on time and most make-up work from authorized absences is managed in a timely fashion.
All work is the student's own.
Student's essays are fundamentally sound at the level of sentence structure and diction, but their arguments rely too heavily on assertion. Specific support is either unclear or missing, and the focus of the essay may stray from its stated argument to make a more general and unrelated point. There may also be problems in coherence, complexity, or in the overall development of arguments. Reading journals often indicate the questions and problems a student has while working with a text, but make only minor attempts at logical answers and solutions. In addition, the journals provide only an opinion of the text, not a supported argument on the student's reading of the text.