These last chapters from Haswell were really beneficial to me when it comes to understand the importance of students' needs. I will try to focus on specific issues he talks about.
This last part of the book can be divided into three main parts: thinking process (students' difficulties producing ideas), organization and writing methods (or students' freedom to chose any method working for them), and a curriculum consisted of everything Haswell talks about throughout the whole book.
"Thinking process" is my own interpretation, what I understood from this part of the book. Haswell talks about the fact that in addition to the problems in basic writers, the obstacles which are very common among these students, some students have hard times in coming up with clear thesis sentences, or producing connected ideas. Haswell sees this problem as a block in thinking, and according to him most the students suffer from this block in their writings. As far as I am concerned, this is a point that most of the teachers do not focus on. The reason of this ignorance is because of the fact that teachers are too concerned about the common mistakes in these students' writings such as grammar, spelling, organization etc. So, they do not even care about the students' way of presenting ideas, or connecting their thoughts fluently. This is why, most of the students cannot overcome their unity problems in their writings, since they do not know how to deal with the block in their thinking process.
The second issue that I want to talk about is also connected to students' block in thinking process. Most of the students are too concerned about the organization, because their teachers, instructors are also too concerned about organization. This is why, the try to follow up teachers' requirements when it comes to organization, and they do not focus on the logic, symmetry between their ideas. Haswell's suggestion is pretty interesting and logical at this point. Instead of making students to follow a specific method of organizing their papers, giving them the freedom of choosing the ones working best for them would help them to overcome their block in thinking, producing ideas; since writing in a way that they feel comfortable would provide them the enough time to do their thinking process.
The final issue from this reading is the curriculum Haswell presented. The only thing that I can say about this curriculum (it includes the elements Haswell already talked about in the book) is this: it looks prefect in theory; however this curriculum lacks studentsí involvement, since the whole book gives examples of students' writings, but not the students themselves. When we consider the fact that every class, every student come into the classrooms by having different types of problems, it would be some difficulties to actually use this curriculum in a class.