If only every research project every conducted would publish their results in the organized and open format that Stanford has with their famous Stanford Study of Writing, which can be found here. All their methodological materials are available, for those who might wish to reproduce the study, and their background, methods, and research question are summarized in short, two-paragraph sections: Brilliant. Imagine what the field of (college) writing/composition would be if every major institution conducted the same study, maintained the same database–the knowledge accumulated would be fantastic. Here’s a cheers to rigorous, longitudinal methods of research.
An article in the Chronicle of Higher Education provides a nice overview of the study’s reception as of 2009. In it, Josh Keller reference Katherine Blake Yancy, “a professor of English at Florida State University and a former president of the National Council of Teachers of English, [who] calls the current period ‘the age of composition’ because, she says, new technologies are driving a greater number of people to compose with words and other media than ever before.” This is view is echoed by Bruno Latour in his article, “An Attempt at Writing a ‘Compositionist Manifesto'”, based on speech given at the reception of the Kulturpreis presented by the University of Munich on February 9th, 2010. He argues that Compositionism may be an apt successor to the PostModern movement. Compositionism, he says,
“…underlines that things have to be put together (Latin componere) while retaining their heterogeneity. Also, it is connected with composure; it has a clear root in art, painting, music, theater, dance, and thus is associated with choreography and scenography; it is not too far from “compromise” and “compromising” retaining with it a certain diplomatic and prudential flavor. Speaking of flavor, it carries with it the pungent but ecologically correct smell of “compost”, itself due to the active “de-composition” of many invisible agents…Above all, a composition can fail and thus retain what is most important in the notion of constructivism (a label which I could have used as well, had it not been already taken by art history). It thus draws attention away from the irrelevant difference between what is constructed and what is not constructed, toward the crucial difference between what is well or badly constructed, well or badly composed. What is to be composed may, at any point, be decomposed.” (3)
Perhaps, if we can conduct more studies such as Stanford’s, which continue to investigate the multifaceted dynamics of writing, theories of composition might be generated which could in tern be applied to other disciplines’ generation and arrangement of knowledge, the way that Bruno Latour, and new media theorists’ have.
Although published in 1996, Ethics and Representation in Qualitative Studies of Literacy offers an excellent array of discussion on the classic qualitative methods issues, from seminal voices such as Patricia A. Sullivan and Lucille Parkinson McCarthy. Perhaps one of the most applicable chapters for my own future research was Blakeslee, Cole and Conefrey’s piece on negotiating subjective perspectives within ethnographic research (chapter 8), particularly when studying a community whose epistemological assumptions are foundationally different than the researcher’s. They used Blakeslee’s own experience researching physicists as a case study, particularly considering authority, scientific epistemology and how a text can be negotiated to ethically reflect the perspective of both the subject and the theories of the critic/observer. Like Sullivan (and Porter), the authors of this chapter acknowledge the fact that ethnographers can be neither fully authoritative, nor fully objective in analyzing their observations, but must acknowledge their subjective perspective and rely on others to produce an ethical, textual representation. My own study of the medical community will draw from these concepts.