Counterpoint texts and student struggles
I have three questions that I'd like to put to the community to get a sense of larger trends in counterpoint pedagogy:
1) What texts or materials do you use for an 18th century counterpoint course? Textbook publishers are notoriously difficult to get this sort of information from, and although asking this question here will certainly not give me a complete answer, I'm hoping to at least get a feel for what's being done out there. If you're not using a textbook, what materials (handouts, readings, scores, collections of exercises or examples) are you using?
2) What do you feel like are the most common issues that students struggle with? In other words, what trends regarding skills that are hard to master do you see across a large group of students?
3) Specifically, what have you seen with regard to struggles students have learning how and when to use a tonal answer instead of a real answer? Do you find that your students successfully intuit or learn when to use a tonal answer by the end of a one-semester course? What are the most common patterns of difficulties that you see relating to this skill?