IDENTIFIERS Writing Contexts

Using interviews in a longitudinal study can be a productive way to gain insights into various factors that play a part in how students view their experiences as they make transitions into a university and across various contexts for writing. During the first three semesters of a study, 312 interviews were conducted with students, beginning when they first entered the university. Analysis of transcripts of the interviews indicated that the students' experiences supported social constructivist theories of writing that suggest making meaning is a complex act of negotiation. Students weaved their past experiences together with their teachers ' specific assignments, but that complex act was different for each student. Findings suggest three reasons why using intensive interviews over a period of time is beneficial are: (1) interviewing students over a period of time elicited data about students ' sociocultural histories; (2) one interview session might not elicit as meaningful data as several interviews over time can; and (3) researchers can show their interpretations to the participants to elicit students ' perspectives on the researcher's interpretations and speculations. (Contains eight references.) (RS) Reproductions supplied by EDRS are the best that can be made from the original document