SWA 1: Research Proposal

Part 1

Proposal:

I am interested in exploring the ways writing is used in the teaching profession. In particular, I am interested in learning how much autonomy teachers feel they have in their writing tasks, and whether these writing tasks are a rewarding part of their work, or if they feel more like a burden. I want to know whether they feel pressure from administrators to write in certain ways, and if these pressures impact the teacher’s autonomy, and his/her success in conveying information to students. I will narrow this down to a more specific research question once I have asked some interview questions, and can gauge what kinds of questions might be applicable to my interviewees. However, as of right now, my research question is: How do administrative pressures and guidelines influence the flexibility and autonomy of the daily writing tasks of high school science teachers? One of the main concepts from this course that has influenced my thoughts regarding writing and economics, and the kinds of questions I want to explore in my research, is Deborah Brandt’s idea of the knowledge economy, and how people in writing professions function within it. In Writing for a Living: Literacy and the Knowledge Economy, Brandt interviews people in an array of writing-heavy fields about the ways in which they use their writing, how they navigate the writing process in their field, and what it looks like to write for money. Like Brandt, I am also interested in learning about what writing for money looks like in the knowledge economy, but I am particularly interested in what writing looks like in the teaching profession. I am planning to interview two high school science teachers who teach at the same school (mainly for convenience purposes and out of lack of options, but maybe this will eliminate some confounding variables). I think the best way to answer my research question will be to conduct interviews. I will get a firsthand account of how these teachers experience writing in their everyday work. I could potentially do a classroom observation. However, I’m not sure if this would be too helpful, because I have a hunch that some of the writing related parts of their work occur outside of class, during preparation. Some documents that I could potentially collect are rubrics, standards and curriculum. 

Part 2

Interview Protocol:

• Describe what a typical work day looks like.

• What do you teach?

• When did you begin teaching?

• Describe what a typical work day looks like.

• What kinds of writing do engage in on a daily basis?

• Are there some forms of writing that you find particularly rewarding?

• Are there certain types of writing/writing tasks that you dread?

• Do you feel like you have autonomy in the way you carry out writing tasks?

• Is there a “peer review” process for the kinds of writing you do? What does the approval/revision process look like?

• Do you feel any pressures of constraints from administrators in regards to how you’re able to craft your writing? 

• Do you feel that you have flexibility and autonomy in the way you are allowed to write, particularly when it comes to things like structuring your curriculum?

Recruitment Script:

I am conducting a research project for my English Seminar on Writing and Money. I am interested in exploring writing related professions, particularly how writing is used by high school science teachers. Is it okay if I record this interview? You will remain anonymous, and this project will not be published anywhere, aside from being turned in as a class assignment.