Although it is most likely due to a loss of engagement after a whole day of reading, I was much less enthused with Hasswell in the two chapters for this week's reading than I was last week with Chapter 1. I do understand his point, that the supposed decline, or decay or writing skills in students beyond the freshman comp class is actually more of a misinterpretation on the part of writing assessors, and that a new conception of maturation, growth and mature writing should be embraced for a truly developmental pedagogy, but I don't understand why I read so many pages just get that. I mean, sorry, I guess it's not "just," it's a very interesting position than he thoroughly explains and backs up, but damn, I'll just take his word for it--that shit was long. Sometimes reading is just too much work. What does that say for the maturation process of a student?