Three traditions of texts: Theoretical implications of using computers in the field of English Studies

Although computers and computer-assisted instruction (CAI) have been a part of business studies, engineering, and other specialized areas of instruction for nearly three decades, development of CAI for English and other fields in the humanities has not occurred at the same rate. This dissertation explores the history and use of computers in the field of English studies, beginning with an examination of the past decade's scholarship on computers and English. Until recently the emphasis of CAI research has remained in the individual composition classroom or writing program. Over the past three years, researchers in both composition and literature studies have begun to investigate the theoretical implications of computers in both instruction and scholarship, but thus far the reviews are decidedly mixed; research thus far in both composition and literature concludes that the computer has a limited role in their respective fields. The focus of current research programs in computers and English Studies must confront both theoretical and pragmatic issues if computers are to become significant factors in English Departments. Challenging questions abound. We are just beginning to consider the implications of how or if computers can change rather than merely reinforce existing theories of writing, and we have barely acknowledged the issue of how computers and hypertext might alter our conceptions of the reading processes and the study of literature. Thus far, research in computers and composition has given us glimpses of some potential advantages and drawbacks of CAI, but no compelling theories of how or what computers could do for us if used as an integral component of instruction in the traditional curriculum, rather than only in the composition classroom. In later chapters this study considers existing and potential connections between theories of composing and reading electronically based "hypertextual documents" and print-based texts; it also proposes ways to use computers and authoring systems to a greater advantage in both composition and literature courses. The conclusion examines the implications of artificial intelligence systems and neural computing for teaching and research in English.