Undertaking Interviews:

This information is summarized from Robert P. Inkster and Judith M. Kilborn's The Writing of Business. Boston: Allyn Bacon, 1999. 476-480.

• The interview will waste his/her time.
• The interview has a hidden agenda.
• The interview information will be misused or misrepresented.

• Try to frame the interview's purpose in ways that show how you will both benefit. For example, let the person know that you are attempting to represent his/her position in a discussion about designing writing programs. Let him/her know you need and value the input the interview will provide.

• Be very honest about your project, what you are doing, and your conclusions about teaching writing, at least so far. Be sure to suggest that your understanding is provisional, and that's why you want and need the interviewee's help.

• If, from your position as a student, you think the comp program needs change, you can talk about that (be ready to defend that position), but be clear that you want to understand the problem from a different prospective.

• Offer the interviewee a chance to read the questions before the interview.

• Let the interviewee know s/he can read your final draft of the interview before you share it with a larger group.

• Use a tape recorder so you have a good record of what was said. (If you need a tape recorder, talk to me.)

• In a letter you and the interviewee sign, lay out the ways in which you will respect this person's confidentiality (check our on-line example, edit it to suit your needs).

Decide upon your goals for the interview.

• What do you need and want to know?
• What are the key issues?
• What questions will get you the info you need?

By telephone or via e-mail contact the interviewee. "Express clearly, specifically and convincingly what your intentions are," making sure the interviewee knows you are aware this is a potentially intrusive request. Do your best to address any potential concerns. Let the person know you are asking for about 20 minutes of his/her time. Be clear about what you will and will not do with the information revealed in the interview. If your interviewee agrees to the interview, treat your request as a promise:

• Take no more time than you initially suggest.
• If the interview requests questions in advance, provide them well before the interview. Carefully edit and proof this document, as it is for an audience outside of this class.
• If you send the questions in advance, stick to those, asking only brief follow-ups for clarification. If you feel the need to ask questions not agreed upon, ask if it's okay.
• If you agree to keep the person's identity anonymous, please don't reveal it, even to me. (Use a pseudonym when you write up your interview.)
• If the person agrees to the interview, thank him/her and schedule a time. DON'T be late! If you must miss the appointment, call as soon as you know and reschedule.
• If the person cannot agree to the interview, assure him/her you understand and thank him/her for the time you've taken.

The most important points are about etiquette and ethos (ethos is how you present yourself).

• Arrive on time.
• Dress appropriately–casually but neatly.
• Have all materials you need: paper, pens, questions, tape recorder (with an extra tape and batteries), two copies of permission letter, already signed by you.
• Introduce yourself, shake hands.
• Explain the project, ask for signature on letter, ask for permission to tape record.
• Treat the interview as a conversation, but try to keep the interviewee on topic. Ask questions that let the interviewee talk freely. Feel free to follow-up, gently and politely, if your question is not answered.

Again, you still have some duties following the interview, the most important of which are about etiquette and ethos (ethos is how you present yourself).

• End on time or politely ask if the person can extend the time slightly.
• As you leave, thank the person for his/her time.
• Ask the interviewee if s/he would like to see a copy of this work or know more about the results of your project. If so, set up a time to do that and follow through.
• Go home and write a thank-you note. The employers group should be aware that they are making contacts by doing this. The administrators and teachers groups should also write a brief note on paper. You can put it in campus mail. Simply thank the person for their time and provide them with contact information if they have questions about the project. If you are interviewing students, you may thank them via e-mail.