Reading, 'riting, and rhetoric

The idea of critical reflexivity seems to be about convincing students to be invested in their own learning- whether it's motivating them to read, to write, or to participate in class. Granted, there are some students who will simply refuse to participate in any way, even for their own good (the Bartleby club). But for those who can be convinced, the question is how? As others have pointed out, Salvatori consciously shies from producing "transportable tips or prescriptives" (359); the very practical suggestions from Bean, Curzan & Damour address this partially but not as far as we'd like. Would students bother to read if they know their writing will be evaluated but not graded? My high school French teacher assigned quizzes each and every day of class, and that was practically the entire basis for our grade. Doing something similar in Comp probably wouldn't work, if only for fear of violating the 90/10 rule for grading. I suppose there could be a daily (or even weekly) graded sample, but this would be time-consuming. Salvatori points out the oddity that "our educational system has consistently opted for simplifying solutions every time it has been confronted with the inherent and inescapable complexity of educational issues" (357). You can see this in Bean, even, with the exhortation to reduce time spent on writing comments and grading in general. I strongly dislike grading on participation as well, as a former lurker in discussion sections. Maybe the solution is in Salvatori's suggestion that teaching reading and writing should be "something teachers do _with_ their students" rather than to or for the students. Or maybe I need to read all the books Court's reading.