Realistic expectations for first-year writing

I read a what I think is a sane and very encouraging remark by Muriel Harris in a new book put out by NCTE, called What is "College-Level" Writing?:

As students progress through their college education, they can be expected to grow in awareness so that what is expected of a first-year college writer is less than what is expected of a graduating senior. For example, a first-year composition student who strongly defends the need to halt immigration to the United States should show some recognition of the benefits of immigration, some awareness that there are opposing views that should be accounted for. Thus, students writing argumentation papers should be learning how to seek common ground but should be excused from not envisioning all the complexities of various groups who are concerned with immigration. (131)

These remarks may smack of common sense, but it's all too easy for us to forget -- in our reasonable attempt to encourage our students to meet high standards -- what a significant achievement a solid, balanced argument of modest proportions and research is for freshmen. We also tend to forget that they will have years to hone these skills and that their early forays into civic argumentation in writing classes are best viewed as practice. I find it especially helpful right now, as I'm requiring my students in freshman writing to take on such complex and much debated issues as stem cell research and the Patriot Act. These issues are challenging for seasoned adult writers, thinkers, citizens, academics, etc. I'd like to remind myself that students who put together even somewhat substantial, well organized, and balanced arguments on these subjects are achieving much.