Clicker technology, often used in large-enrollment science courses, works well when every question has a single right answer. Lynne Adrian wanted to find out whether clickers could be used in disciplines which raise more questions than answers, and how illuminating the gray areas between “right” and “wrong” could help her students think critically about American studies. She found that the technology allowed her to preserve traces of the otherwise ephemeral class discussions, enabling her to analyze the types of questions she was asking in class and to track their effects on students’ written work throughout the semester.