Revising my questions

This week’s overarching job is to get the research questions in line and then to attack the rest of the paper with the revised questions as a guide.  Here are the questions as revised based on the feedback I received last week: 

  1.  How should students learn to write in the 21st century?  What do composition instructors and students need to know about this learning process? 
  2. In what ways can strategic instruction in new media composition lead students to develop a deep meta-awareness about writing, rhetorical choices, and multiple modes of expression?  When is strategic instruction in new media composition not a mechanism that leads students toward this goal? 
  3. What aspects within strategic instruction in new media composition lead students most effectively to develop a meta-awareness about writing? 
    1. What is the role of learning-by-doing?
    2. What is the role of instruction in metalanguage?
    3. What is the role of reflection?
    4. What other aspects should be involved in strategic instruction in new media composition?
  4. What opportunities and obstacles exist for instructors and students when strategic instruction in new media composition is implemented in a college writing class? 
    1. What is the role of the instructor’s and the students’ prior experiences with writing?
    2. What is the role of the instructor’s and the students’ expectations and emotions about composing in new media, such as excitement or anxiety?
    3. What is the role of the instructor’s and the students’ functional and technical knowledge of various software programs and tools? 
    4. What is the role of the instructor’s and the students’ critical and rhetorical literacies? 
    5. What is the role of collaborative learning? 
    6.  What other factors can assist or hinder the implementation of strategic instruction in new media composition?
  5. In what ways can composing in new media in this dissertation inform the development of new media instruction?  What do composition instructors learn when they compose in new media?  What are the limitations of having instructors compose in new media? 

I seem to have too many sub-questions and overarching questions in general, but I feel like I need them all to look at the entire new media composition instruction process.  I have a meeting in 45 minutes with a professor who is not on my committee but who has read the first draft of my prospectus that I wrote last term.  I am going to ask her to look at these revised questions and help me revise them yet again.  The next task after the questions are ready is to go back to the lit. review and start revising it to center around the questions.   

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