Abstract
The field of composition often limits discussions of personal teaching goals to consideration within learning outcomes and writing program evaluation. This study attempts to reconsider the place of personal teaching goals in writing programs by analyzing the relationship between personal teaching goals of five instructor volunteers and programmatic learning goals of their institution. The study applies context-sensitive text analysis to interviews and written artifacts, focusing on locating and comparing personal teaching goals with the programmatic language. The study hopes to consider the perception of the participating writing instructors towards the relationship between their personal teaching and programmatic learning goals, and it aims to inform readers about the possible complications in the research on personal teaching goals.