Theory and Generating Theory

If my dissertation is going to be about "generating theory," I need to have clear answers to these questions:

What is theory?

What does it mean to "generate theory?"

What is the need for "theory" in the use of reflection between the drafts within the activity of writing?

This shift to generating theory means some important things for my research and dissertation--it means it is not going to be about proving that this pedagogical approach is valid and valuable and EVERY composition teacher should adopt it. I think it means that from my research we can better understand what happens when students are asked to reflect in this way. I'm jumping ahead of myself.

What is theory?
Strauss and Corbin in Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory (1998)define theory this way:

"For us, theory denotes a set of well-developed categories (e.g. themes, concepts) that are systematically inter-related through statements of relationships to form a theoretical framework that explains some relevant social, psychological, educational, nursing, or other phenomenon. ...A theory usually is more than a set of findings; it offers an explanation about phenomena" (22).

Theory, then, is an intellectual framework of understanding (contingent and even localized in scope) that offers an explanation about phenomena, such that it may offer explanatory and predictive indications. Theory's most useful property is to offer explanation and prediction to practice. One can shape and forms ones actions/practice based upon this theory.


...to be continued