A series of taped interviews with undergraduates at Indiana University of Pennsylvania enrolled in a writing class yielded a number of findings about their responses to their instructor's marginal and terminal comments on their papers: (1) the comments least understood were the "blanket comments," those comments that the instructor used often to indicate common problems; (2) the students understand writing as a matter of being right or wrong--they do not understand writing as a form of expression, a process; (3) students are not so much interested in improving their writing as improving particular papers; and (4) the comments that the students found most helpful were the positive ones because "negatives make you feel bad." The interviews were conducted by three tutors at the campus writing center; the instructor was not present. Nineteen of the students signed up for the interviews; 15 came and were recorded but 6 were erased accidentally. (TB)