Article of AnalysisCohen, L et al (2000) Research Methods in Education (5th ed. ). London: Routledge. Chapter 15. pp. 267 – 292 Also available at: < http: //books. google. co. ke/books? id=tD8lP40zoHoC& dq=Cohen, +L+et+al+%282000%29+Research+Methods+in+Education+%285th+ed. %29.+London: +RoutledgeFalmer. & printsec=frontcover& source=in& hl=en& ei=rou5S_y7DoyeOLeOyaEL& sa=X& oi=book_result& ct=result& resnum=11& ved=0CDQQ6AEwCg#v=onepage& q=& f=false> Paper TitleAn Interviewer’s Role in Non-Directive and Focused Interviews in Education Research as Documented by Cohen, Morrison and Manion (2000)OutlineThis paper details the role of interviewers in non-directive and focused interviews from the planning stage to the execution stage during a research on writing. Most of the data used in researches on how to write better or how conventional writing is done, comes from interviews involving writers and readers alike.
Cohen, Morrison and Manion (2000) have published a reliable account of how interviewers can play out that role effectively. In reviewing this book, Cohen, Morrison and Manion (2000) Chapter 15 pp. 267 – 292, the following structure has been used: IntroductionThe paper begins with an introduction, which illustrates the scope of the paper and the central thesis of exploration. The paper structure is also stated in the introduction. Overview of the TextIn this section, the paper gives an overview of the text of analysis and illustrates what the main points the authors have written about.
The overview introduces the general treatment the authors have accorded to the topic of discussion. Major Findings of the TextIn this section, the paper highlights some of the major findings published in the text and explains the significance of these findings in the context of other publications from the assorted body of knowledge on interviewing. The Strengths of the TextIn this section, the paper details the strengths of the findings as published on the text of analysis and why the authors have relevantly added to the available body of knowledge on interviewing during writing skills research. Weaknesses of the TextIn this section, the paper highlights some weaknesses that the text of analysis displays in the context of other publications and findings. Suggested ImprovementsIn this section, the paper expresses some suggestions that could help overcome the weaknesses cited above as found in the text of analysis.
ConclusionThis section of the paper summarizes the overview of the text of analysis, its major findings and contributions in the context of other studies and publications and then on the suggested improvements to any of the weaknesses.
IntroductionThere are several ways in which research can collect primary and secondary data on how ESL and EFL students can improve their writings skills and the typical mistakes to avoid, interviewing being one of them. If for instance seeking to research written works on particular stylistic or grammatical features adopted, interviewing the writers is always a viable means of collecting and establishing data (Spradley, 1979). An interviewer plays an important role in determining the results generated by interviews employed during such a research.
That role is partly played out during the actual interview, but the major responsibility of an interviewer is during the planning process of the interview (Spradley, 1979).