A study examined college freshmen management students' views about the social implications for their writing in terms of themselves as writers, the way they view their audience and their audience's reaction to their writing, and about the actual text itself. Seven self-selected students in the management class were interviewed after each of three assignments given during the course of the semester. Data were also collected by participant observation of the class and surveys, and classroom discourse analysis was examined using a schema for analyzing interactions developed by R. F. Bales. Results indicated that: (1) generally, students expressed opinions that indicated that their writing had social implications for them personally and for the others in the group; (2) over the course of the semester, the percentage of writer-based responses increased as a reason given for deleting from or elaborating upon their texts; (3) students' references to their audience decreased over time; (4) the percentage of text-based responses increased, suggesting that students became more concerned about their texts as the semester progressed; and (5) over the course of the semester, the students referred to elements of the writing context more with each interview. Findings suggest that students' writing does influence the context for which it was constructed and produced, including the students' own social roles as integral parts of that context. (Twenty-one references are attached.) (RS)