I found this paragraph particularly interesting because it shows the way forward for grading papers. The motivated student wants more than just "grading symbols" on their paper. They want substantive comments from their instructor on how their rhetorical arguments might be improved. Going forward, students need to meet with their instructors one on one to more deeply discuss papers and methods to improve. That should be the focus rather than what grade you get!

It's comforting to know that developing writing skill carries the same principles as developing any other skill. Consistent, spaced, and deliberate practice plays a big part. By advancing from knowledge-telling to knowledge-crafting, I am confident any one can become a good writer given the right support.

So I take this to mean that being fully immersed in the writing process is more demanding on executive attention than other cognitive functions. It is more difficult to move away from your train of thought when writing, hence the slower times in responding to the "beep."

Erik Zawodniak test annotation