Citation guidelines had to be revisited with this and other students, despite earlier introduction in Gen 102. In a second paper examined, the student attempted to use words and a voice thought to be appropriate to the context, though this too, Dr. Rhodes argued, is one significant line of development and signals rhetorical awareness. He provides a template, yet still gets essays with two page paragraphs and no introductions, and some essays that are just a tissue of quotations without student ownership. Dr. Chance says that he rarely gets a sense of real development in a single course, but finds that the more comfortable they are with the material the better they write. I texts in her Power and Justice class, noting the need to combine literary and historical analysis.
Students find it difficult to locate the argument within historical narrative.
Generally, groups found that there was not significant development between Level I and II, and that the kind of predictions one finds in Haswell were born out. Students tend to pile things up, sticking close to the grammatical rules and limiting their ability to develop their thoughts.