Study Summary

Problem
Kress coined the phrase English at the Crossroads to describe the intersection between
composition and computer technology.
In this discipline, we teachers have ambivalent feelings. Some in our discipline are negative about
this intersection while others feel optimistic. Critics like Neil Postman believe technology impairs logical
critical reasoning. On the other hand, proponents such as Janet Murray see computer technology as opening
new vistas of communication. Writers like Postman and Murray both shape and reflect our nightmares and
dreams.
We may feel ambiguity about this phenomenon because it is complex. At this crossroads, computer
technology and composition shape one another in what Lincoln and Guba would call a complex
relationship. In other words, there are multiple factors meeting at this crossroads. Thus, the relationship
compares better to a roundabout metaphor with many streams of traffic instead of a simple traffic
intersection. Where we position ourselves at this crossroads will determine the course of our discipline in
the future.
Purpose
To address these ambivalent feelings around the complex mutual-shaping relationship, I focus on a
crucial factor in the mix. I will consider the heuristic assumptions of undergraduate composition instructors
who are in the trenches. This factor both shapes and is shaped by the other factors. Thus, my purpose is to
explore how computer technology impacts 1) composition or what we teach, 2) instruction or how we teach
and thus, 3) our professional self-definition or our assumptions about what we should be.
Questions
The overarching question I will consider is
What meaning do undergraduate composition teachers derive from our lived experiences? What are
our positive or negative feelings such as fears or hopes? How do we make sense of these feelings?
My sub-questions come from the purpose:
(1) How are we changing what we teach? How do we feel about changes in what we teach?
(2) How are we changing our teaching methods? How do we feel about changing our teaching
methods?
(3) How are our professional identities changing? How do our feelings impact the essence of our
professional self-definition?
Method
As Sela-Smith explains, understanding whywhich refers to understanding tacit
knowledgerequires looking into the unknown. I was forced to face to this unknown through my
experiences. My experiences included teaching composition as it came to the crossroads. Also it included
studying composition pedagogies, instructional technology, and andragogy as part of my doctoral program.
I choose a heuristic design to get at the heart of my experience and to compare and contrast it with
others experiencing this phenomenon. I will choose my co-researchers/co-participants for maximum
variation. I will ask potential participants to complete a survey. This survey comes from Gordons Synectics
approach. I will select my sample based on three criteria: (1) Who has experienced the phenomenon? (2) At
what point in their careers did they first experience it? (3) How do they tend to feel about their experiences?
For this last criterion, I will look for participants who represent either end of the continuum exemplified by
Postman and Murray.
Trustworthiness
Those limited to quantitative paradigms may question the neutrality of the heuristic methodology.
Nonetheless, this qualitative philosophy resists the need for neutrality. In contrast, researchers work for
confirmability. Thus, I can include my own profile among the data. Additionally, I can uncover and
discover my heuristics through comparing data about myself with that of others.