The National Study of Writing Instruction - University at Albany

egin the conversation, and a series of more specific questions that could be used if needed for
follow up. Copies of all instruments are included in Appendix 2.
Administrator Interview Schedule. Questions in the administrator interview focused on school
and district perspectives on the importance of writing across academic subjects; initiatives to
support writing instruction; the extent to which there is a school- or district-level sense of what
high-quality writing looks like; modifications in scheduling or tracking that might affect writing
instruction; changes over time in school or district support for writing; and perceptions of
student performance.
Teacher Interview Schedule: First Interview. Questions in the teacher interview focused on
each teacher’s perspectives on the importance of writing in their subject; school or
department initiatives to support writing instruction; the types of writing that are important in
the subject area; the amount of writing students do; the teacher’s approaches to writing
instruction; attention to the writing process; the role of technology; quality of and response to
student work; the effects of school level factors (scheduling, tracking, special services) on
writing instruction; and changes over time in student writing and writing instruction.
Teacher Interview Schedule: Follow-up Interview. When a teacher was available for a follow
up interview in the following semester, questions focused on the teaching of specific types of
writing; the qualities of effective writing in the subject area; the influence of district writing
curriculum; challenges in developing students’ writing abilities; differences in the development
of higher- and lower-achieving students over the school year; uses of technology in class and at
home; and the role of writing and writing instruction this year, as well as changes that might be
made for next year.
Student Interview Schedule: First Interview. This interview schedule was built around
portfolios of work that had been collected from each student throughout the semester.
Specific questions focused on self-perceptions as a writer; the kinds of writing for different
classes; the completeness of the collection of work in each subject; favorite and least-favorite
assignments during the semester; steps in completing writing assignments for each subject
area; preparation for state or national exams; uses of technology in each subject area; criteria
for “good” writing in each subject area; and subject-specific instruction in different types of
writing.
Student Interview Schedule: Second Interview. This follow-up interview schedule was built
around portfolios of work that had been collected from each student throughout the school
year. Specific questions focused on differences among core subject areas in the kinds and
amounts of writing, uses of technology by the student and the teacher, types of instruction or
assistance, quality and improvement of writing, and difficulty of writing.
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