Late at night, S., assistant professor of biology, finishes reviewing the material on genetics she will discuss with her seminar the next morning. She recalls that she has promised to return several rewritten papers to students tomorrow. Her policy is to allow students in this writing-intensive course, developed out of her experience in the Writing across the Curriculum program two years earlier, to revise any paper they have submitted. She will average the new and old grades to determine each student's grade for the paper. S. has warned the students that "rewriting is different from retyping. You will need to make a significant improvement in the whole argument of the paper." She decides to tackle two of the revised papers tonight, saving three others for early tomorrow morning.

Looking over K.'s new introduction, S. notes that there is a much clearer thesis. She makes an appreciative comment in the margin. Although grammatical problems remain, she discovers in K.'s second paragraph a new, rather striking insight into the placement of the gene that controls finger dexterity. She realizes how the new thesis, inchoate in the first version, has led K. to this observation. "Excellent-- fine hypothesis," she notes in the margin. She is pleased as she reaches his fuller, more balanced conclusion. The new paper deserves a B+, a significant improvement over the original grade. S. realizes that reading this first paper has gone more quickly than she had anticipated; perhaps she will be able to read three of the papers tonight, leaving her more lab time in the morning.