ABSTRACT
This chapter examines drawing, writing, and developmental research—three practices for which modes were initially defined by theories of development or history. Dramatic evidence of what happens when developmental rubrics are replaced by rating scales was achieved by the rabbinical educators of Hebrew Union. The story behind adding the study of historical development of developmental research is an example of collaboration based on people paying attention to what each other knows. SHAPES begin uncontrolled, but such scribbles have such low levels of performance, cultural support, and commitment that they are readily replaced by the use of line control. DIMENSIONALITY shows a developmental pattern somewhat similar to shapes: no dimensions to begin with are rarely performed and have very little cultural support, whereas baselines show a high performance rate and cultural support but little commitment. The final two dimensions used in the campus school discourse analysis focused on constituents: WORD SELECTION and SENTENCE STRUCTURE.
