In light of the liberal humanist basis of composition studies, we cannot ignore Faigley's argument that "the production of a student subject is a chief outcome of a course in composition" (23). Recognizing that this "modernist" student subject is the outcome of our pedagogical practices, Faigley also examines composition textbooks. In the textbooks he finds evidence of the half hearted nod toward process, as Crowley notes (148). Even by including planning, writing, and revising stages, our pedagogies are focused more on student subjectivity than on writing.

What students are given... is not a set of strategies that can be followed for every writing situation, nor even strategies that can be directly brought to bear on the writing assignments offered in the book. Instead, they are supplied with confidence in their own rationality, a confidence made visible by translating rationality into a set of prescribed behaviors. (155)

This problem of structuring and ordering the individual writer/student's subjectivity cannot be offset by focusing on the social either. Even if we grant that knowledge comes from the social or consensus in the community, any notion of community ultimately represses difference and reduces the writer to a generic subject position. In "Edifying Teachers in the Networked Classroom" Christian Weisser notes that networked rooms don't automatically create a more egalitarian setting. An open discussion can dissolve into mob rule. 10 or 15 voices can negate 3 or 4 voices for sexual difference. Here consensus is problematic because it supports the majority and excludes others. Weisser's solution is to develop an awareness of assymetrical relations of power inherent in collaboration and find multiple ways to negotiate these spaces. [@] The problem, as I see it manifested here, is that the more "chaotic" situation provided by the networked classroom is still a function of dominant ideology. Either a) there is an egalitarian setting that is a function of liberal humanism, or b) the dominant ideology of the majority still suppresses the minority. Both possible outcomes are manifested in the design of computer classrooms and the pedagogical practices we initiate.