Meaning Through Both "Dreaded Math" and "Description"

L/A did bring a new light to data analysis. Seems I remember Chi-Square and T-test from long ago science fair projects. I must say the I did enjoy the possible similarities and possible differences discussions. Many times I tried to tackle APPENDIX I on the many pages following 232. Fortunately the section titles were a huge help to limit what I felt I must read. Now I completely understand the value of having someone (or software) to figure the mathematical calculations. Having made that statement, L/S also seemed to stress the importance of moving beyond strictly narrative observation and ethnography studies into the world of science. Yet, in the end the descriptive importance could not be denied. The description, as a means of engaging an audience (front line teachers and others), give a practical question and answer search that I believe should be the application of any research. The research in composition always relates to people and their lives.
Following up on the need for the experimental and the descriptive, Beach in K/S offers a very readable chapter that discusses data and statistics in a way that is applicable to use for the less than strictly experimental. The discussion of "the value of descriptive empirical research" stresses the importance of results that can be adapted to daily writing instruction.I personally like the discussion about "relationship of partners' interpersonal involvement and the level of reflective thinking" (K/S 225).

Compositional research is about interaction as much as the process of composition. It would be interesting to follow up on the journal dialogue studies and take them into the new technology. Does written or electronic journally change the process, the audience, the reason, and the reflection? Just think about our blog...posting to others' posting requires a comfort zone and expectation. The archived "older postings" would be interesting to reflect upon at the end of the class. Do we see common themes in our own postings or the postings of others? How about personal writing styles? As researchers we only can "describe the characteristics of the subjects [each other]" very superficially (K/S 227). Maybe it is important to remember that all these readings are our learning to the task of Compositional Research. The theme continues an emphasis about knowledge-again!

Anyone want to comment?...
On page 236 K/S there is a discussion regarding "common clusters". How does the answers of common cluster differ from the cluster sampling L/A discussed in the chapter of samples and surveys?

Seems the multi methodologies remains vital to composition research. As writers, why should we deny the use of Case Studies, Observations, and Ethnography as a means of expression WITH the value-added validity through data and interpretation? After all style, purpose, audience, and individual processes are so integral to composition!!!