Student summarized below the "holes" identified after reading various sources.   Note that the most promising topics, for this course, are those than can be done within the framework of the semester, but others can (and did) make good thesis topics.   One of these topics was developed into a conference paper that was accepted for presentation. 

Q=topic: Analyze wordy editorials written by students in a composition course and by composition teachers published in CCC to see if the nature of any violation of the maxim of quantity (brevity) is more apparent in experienced than inexperienced writers.
A=hypothesis: Inexperienced writers would likely tend to flout the maxim of quantity on the low side (too brief); experienced writers would flout the maxim of quantity on the high side (too wordy).

Q: Ask freshman comp teachers to score/assess texts for sentence fluency, word choice, and usage:  2 sets of (disguised) editorials, 1set written by students and 1set written by professors. See if the instructors find as many "errors" in the professional as the student writing.
A: It seems possible that, if teachers are told that both sets of texts are from students, they well find as many "errors".

Q: Examine Microsoft Word Help, in light of Peircean design principles, for its ability to answer common questions in ways that help users.
A: Probably there are many design gaffs in MS Word Help, which account for ongoing user frustration with it.

Q: Replicate Mackiewiecz's PowerPoint study but try to "lead the witness" by printing all the official documents for the study in serif, sans serif, or decorative font.
A: This may (or may not) produce results different from M.'s study.

Q: Give editing students 2 documents with the same # and type of errors to edit: 1 on screen, 1 on paper. Compare their ability to catch errors.
A: Screen errors have been harder to detect, but maybe less so, as screen resolution gets better.

Q: Write comments on student papers as though 2 reviewers are responding, 1 using direct strategies and the other indirect. Examine how well students fix the problems and how they feel about the reviewer based on their revisions and on their response to a survey about the reviewers.
A: Students may like the indirect strategy better, but follow fewer of the indirect directives in revision.