11.29 Strategies for analyzing transcripts

In today's class we worked on identifying a focus in your data, and exploring ways to analyze data relevant to your focus.  Using the Identifying a focus and Sample analysis documents posted to the right, we talked through a process for dividing your data into thematic "chunks" (stories) and for thinking about how to use a discussion of those "chunks" as a way to develop a focused answer to your research question.

The Identifying a Focus handout includes named stories from the transcript we looked at earlier (when we were discussing how to create transcripts).  This document was created through the following process.

After the Lorena completed the interview and had spent some time reading through the transcript, she divided the transcript into "chunks" by reading from beginning to end, and naming sections devoted to one subject or that provided an extended story.  Sections were identified by focus.  As you can see from the sample document, most of these "chunks" include talk by both Sally and Lorena (Ch & L).

After she named all the sections in the transcript - she made a list of named sections, and looked for patterns in what the focus was for each named section.  She soon saw that there were many stories about rules = rules associated with school, rules associated with using the internet, family expectations, etc.  She also noted that one issue within all her stories about rules was the issue of agency = the amount of control or authority she had within a given situation.  She noticed that these stories dealt with how much control she had, who had control when she didn't, how she created some measure of control for herself (usually through her storytelling), and how her agency changed from story to story in relation to the focus of her story.

By naming stories or chunks of information, and looking at patterns in the names - researchers can get a quick overview of the order in which different topics are introduced, and how many times each topic iss mentioned.  While this order and focus is in part shaped by the interview protocol - it can also reflect the participant's choices (feelings about what is important) and associations. This quick classification can help researchers identify one or several focuses for their analysis.

After you looked at the stories Lorena picked for her analysis, you spent some time thinking about the following:

• what over-arching theme or focus might you use to make sense of this data?
• what points would you need to make to support that focus?
• how might you use particular quotes or sections from the data to illustrate support your points?

In our discussion, you identified several possible focuses that you could then use to organize your discussion.

For your research paper, you will want to identify a focus that poses an answer to your research question.  You will then want to identify the sections from the interview that provide complex illustrations of how your data answers your question.  We looked briefly at the writing on the Sample Analysis sheet as an example of the kind of naming and classifying that Lorena and Sally did to find a focus, and think about how to support that focus for the data provided in the Identifying a Focus handout.

For next class:

Blog 23: State one focus (or several) that you see in your data.  Post the sections from the interview that you will be able to use to support/develop a discussion of that focus.  State the point relevant to your focus that each chunk of data will illustrate/develop.

In class we will look at your data and work on nailing down your focus + developing your discussion.

As we discussed in class, if there are identifiers in your data that you cannot remove, send your transcript to me by email rather than posting it on your blog.  Same goes for the "stories" or named "chunks" of data.

Have a good weekend and if you have further questions - be in touch.

11.27 Ethnography

Today's class focused on ethnographic research.  We used ideas and practices from Robert Emerson's Writing Ethnographic Fieldnotes as a basis for our discussion, and throughout our talk you connected what the issues and strategies Emerson described to your experience with the 911 oral histories we did at the beginning of the term, the discussion where we analyzed classroom culture in terms of the way we talked and the classroom set up, questions and "tools" presented by Gee, and the sample ethongraphic writing and field notes (jottings) I presented as handouts.

Emerson set up his piece by noting that participation, observation, and writing are each components of ethnographic research - and that in practice these three components are essentially inseparable.  He notes that choices about how and what to observe will shape (and are shaped by) how we choose to participate, and that the writing necessary to put our observations in to language will influence both the experience of participating and of observing.

We looked at the three examples of ethnographic description from Emerson's essay and noted his characterization of them as (respectively) focused on:

• physical descriptions of environment/elements of the experience
• moment by moment accounts of what happens (chronological)
• a shifting perspective that "spotlights" characters or scenes

These three different perspectives (and the many possible other perspectives) for turning experience into writing select for certain kinds of information and "reduce" or leave out other information.  Because experience is so rich and messy - it is inevitable that much will be left out.  The ethnographer's job is to document as much is as possible (or as is relevant to his/her purpose) from multiple perspectives so as to create a "thick description" of the cultural meanings associated with the people s/he is studying.  These perspectives will necessarily include the ethnographer's reflections on his or her feelings, assumptions, values, and beliefs and how those feelings etc influnced his/her observations & participation.

Emerson pointed out that ethnographers need to observe a wide range of events, interactions and physiccaly features and that his definition of what ethnography was and how it worked had 4 important implications for ethnographers.

1. What is observed is inseparable from assumptions about what is important and the way the world works
2. Fieldnotes should pay deep attention to the values and meanings of the people studied
3. On-the-spot fieldnotes are essential
4. Fieldnotes should detail interactional processes

We then looked at the sample write-up of an event by a student ethnographer in light of questions raised by Emerson's discussion of ethnography.

• which perspectives/approaches to observation did this ethnographer step into? 
• what did she document?  what did she leave out?
• what were her assumptions associated with this event - and how did those assumptions shape what she included/left out of her write up?

We did not spend much time discussing the "how to" section on jottings.  If you do ethnographic work - pay attention to the suggestions for what to attend to/write down, and for HOW to create your jottings.  The sample jottings (by another student ethnographer from another "event") show on-the-spot jottings followed by "head notes" composed immediately after the event was over.  This student (like the other writer) shifted among perspectives and created a fairly rich picture and "feel" for what happened.  

For next class:

Blog 22:  Post your data so far.  If you have not yet collected your data = post as soon as your data is available. 

We will have a workshop on analyzing your data.  I will talk about how the data sections (methods + data analysis) of the research essay should be organized. Bring whatever data you have so far and we will workshop your material.  See you Thursday!

11.20 What you learned from your short analysis project + transcription

We started class by going over the feedback to your short analysis project.  I asked you to do some writing about:
what the feedback asked you to do;
what you would need to do to "do" what the feedback asked for (and if you knew how to do it);
and how you would apply what you learned from writing the short analysis to your research project.

In an overall discussion of how the projects were going, I observed that most writers had a good research question, that most of you identified some codes/categories, and that in general you concluded with observations relevant to your research questions.  The biggest areas for improvement were in terms of identifyng and defining codes/categories (features of your data) that were relevant to your research question, and to describe correlations  between those categories/codes as a way to illustrate or "prove" an answer your research question.  Your analysis is your "proof" that your answer is right.  Your data is your evidence.  I'm hoping the examples in class made this more clear.  If you still have questions - once you collect your data=> schedule a conference!

Creating transcripts.
We talked through the mechanical process of creating a transcript (listening to your audio recording, typing what you hear into a document and marking where you are in the audio record on your written record so you can go back and forth between the two.  We also discussed how as you transcribe, you will make decisions about  what features you will record  (for example, what was said, who said what,  laughing, long pauses => what ever else you choose) and what you will not. I suggested making some notes on your interview protocol to help yourself out with recognizing terms that won't be immediately obvious within the flow of conversation (names for places, people, slang, unusual words, etc).

We then looked at the sample posted to the right and talked about the process of creating a transcript (a written record of what was said in your interview) and how you might use different versions of "what was said" for different purposes as you do your project.

For next class:
Get started on you interviews and transcriptions.
Read: writing ethnographic fieldnotes, p. 1-13

Blog 21:post reflections on what you learned from your short analysis project  (what you need to do, how to do it, and how what you learned will apply to your research project).

In class we will talk a little more about transcription.  Spend some time looking through the 4 different versions of the same conversation listed on the Creating transcripts handout.  We will also talk about ethnography.  Although you will not do an ethnography, you may use some ethnograhic methods in your research project.

Have a great Thanksgiving and see you next week.

11.15 Introduction + Literature review workshop

Overview of the sections in a research paper

In class we analyzed the organization of the introduction & literature review for Glynda Hull's essay.Our analysis showed the following sequence of 'moves.'

Introduction
starts with an example
explains what the example in terms of the essay's focus
states what the essay will do ( what the essay is about in general)
re-states what the essay will show in terms of the specific content of the essay's discussion
States why discussion of this content is importnat
Point by point discussion of what the essay will do (how she will analyze/study the content)
detailed statement of the importance of this kind of analysis/study

Literature review
Set up
- why the sources you are reviewing are relevant/important to your research question
similar topic
similar problem
widely cited as the authority on your topic
point out the importance of how/what your work adds to the study of this topic
- idenntify/define specialized language

For the discussion of the partucilar references, Hull discussed one idea at a time.  She introduced the idea, provides quotes from the literature, and then discussed what the quoates show.

In this part of your literature review, you can organize your discussion by  ideas, by the points you will make, or by researcher.  Again - include a discussion of what your project will add for each section.

For next class:
Blogs 19/20:  In light of today's discussion of introductions and literature reviews = revise the post that was due for today (your draft intro + literature review) and re-post along with replies to points listed below:

1.  What are the strengths your writing for the introduction?  What do you need to work on? 
What are the strengths of your writing for the review of the literature?  What do you need to work on?

2. What is the research problem identified in your introduction?  How do you point out what your research project will contribute toward resolving this "problem"?  In other words, what have you written about  the importance of your project for writing studies?

3. What have other researchers found out about your topic that is relevant to your research project?

4.  How do you connect findings from question 3 to the purpose of your project?

5.  What is your plan for finishing/revising your introduction and literature review?

6.  What feedback do you want from me?

I will provide feedback/comments for introductions/literature reviews and notes posted by Saturday, noon, November 17.  

I will be grading the Short Analysis projects and will return them before class November 20.  We will spend the first part of class talking about your projects, what you learned, and how to apply that learning to the final project.  

We will also spend some time talking about transcription - and making sure you are all ready to move forward with your research projects.

11.15 Workshop on introduction and review of research

Write a note to me that reflects on what you have written so far for your introduction + review of the research.  In this note, comment on the following.

1.  What are the strengths your writing for the introduction?  What do you need to work on? 
What are the strengths of your writing for the review of the literature?  What do you need to work on?

2. What is the research problem identified in your introduction?  How do you point out what your research project will contribute toward resolving this "problem"?  In other words, what have you written about  the importance of your project for writing studies?

3. What have other researchers found out about your topic that is relevant to your research project?

4.  How do you connect findings from question 3 to the purpose of your project?

5.  What is your plan for finishing/revising your introduction and literature review?

6.  What feedback do you want from me?

11.13 Practice interview protocols

I started class by drawing your attention to the revised calendar (posted to the right).  Because of the storm, we are on a tight schedule for finishing up your research projects.  I have collected informed consent forms from almost all of you, and those of you who have yet to line up your subjects and arrange your interviews should do your best to get your forms in as soon as possible.

Short Analysis projects:  You turned in your Short analysis essays, and I will return them with comments next Tuesday.

Interview protocols.  You also turned in your interview protocols, and most of today's class was about getting ready to do your interviews.  We reviewed the handout on doing interviews, and one of its points was that you will need to "test" your interview protocol before actually conducting your interviews.We discussed  the overall procedures set forward by the handout, and then you worked in pairs to test your protocols. Discussion at the end of class indicated that you noticed both that you repeated some questions - and that you left other questions out.  Hopefully today's practice will result in some thoughtful revisions to your protocol.

For next class:
In class on Thursday, we will take a look at the sample introduction and literature review that I handed out in class.  If you were not in class, I will leave some extra copies in my mail box by the English Department.  After we talk through the form used in Glynda Hull's essay, you will workshop what you have written so far for your introduction.

Read:  Sample introduction + literature review.   Excerpt from "Hearing other voices" by Glynda Hull

Blog 19:  Post a draft introduction and literature review for your research essay.  The more writing you post - the more you will have to work with on Thursday.  This does not need to be perfect.  It can include questions, requests for help, and drafty sentences that you know you will need to re-write.  The point is to get started on this!!!

Your draft introduction should state your research question and why it is important to language research, what other researchers have found with respect to your question, and how your research contributes new information.  Your literature review should discuss in detail relevant findings by other researchers who have studied your question.

11.8 Assignment sheet for Research project, Revised Calendar & final workshop for analysis paper

Research Project:  We talked through the assignment sheet for the research project  in class today.  For those of you who were not in class => pay attention to the due dates at the bottom of the sheet.

I provided feedback to the interview protocols you posted on your blog, and we spent part of this week workshopping and revising them; the final drafts for the interview protocol is due by Tuesday, November 13.  I will grade them, give you final feedback, and from there you will be ready to collect your data (after you have turned in your permission forms).

Short analysis project:  Most of today's class was devoted to revising the short analysis projects in light of comments to blogs and feedback during conferences.  See 11.6 post for general suggestions for revision - and make sure you hit the points on the assignment sheet.

Revised Calendar.  Because we have missed so much class, I have revised the calender for the rest of the term.  It is posted to the right. You can see that we will be spending lots of time working on your research projects - and that you have several "check points" where you need to post sections of your work.  Because this class is about teaching a research method, and not simply about putting an evaluation on a final product, not posting the draft sections (or turning them in to me by email) as they are listed on the calendar & assignment sheet will result in a lower grade for your final project.

For Tuesday, November 13:
Blog 17: Post your FINAL interview protocol.  Also send the Interview Protocol to the course email as an attachment.
Blog 18: Post your draft short analysis.  Also send your short analysis project to the course email as an attachment.

Review Gee.  Pay particular attention to the chapters on figured worlds and context. 

11.6 Catch up - short analyis project and data collection tools

We had a small class today so we spent our time in a computer lab, working on getting the short analysis project ready for a workshop this Thursday, and revising/re-thinking the interview protocols.

For next class:
Bring your signed permission forms if you have not done so already.
Blog 17: Revised Draft Short Analysis project

At the beginning of class we will take stock of where we are in terms of both projects.  I provided feedback for Blogs 15 & 16.  If you didn't have Blog 16 posted by today (the draft interview protocol), if you post it by class Thursday I will take a look at it over the weekend.

We will have an in-class workshop on the short analysis project on Thursday, November 8.  The final draft will now be due November 13.   You will send the  final draft as an attachment to the course email.

Hope things continue to return to normal for you, and I hope to see you on Thursday.

11.5 Wow.

I hope all of you are safe and well.  I feel pretty lucky my house didn't get crunched by a tree or flooded so that's good.  I don't have power or internet.  I am here at an internet cafe so this is going to be a short post, but I wanted to give you a heads up - and let you know that ENG 3029 will be here waiting for you when you get back.

When we meet (this Tuesday or next - depending on Kean and whether or not you can get to campus) we will talk over how to put things together for the rest of the term.  

I have not had a chance to do any more on your drafts for the short analysis (no internet) but will be able to work on that as soon as school opens (Kean will certainly get power before me - I live in an urban forest => or used to.  Lots of trees/power lines down).  

I am expecting to pare back on readings and to focus on finishing your projects (lots of workshops).  I am thinking we will finish Gee (because you will need to apply his methods for your projects), and read the Coach Bombay article as an introduction to ethnography.  The rest will pretty much be focused on supporting you in collecting and analyzing your data, and on writing and revising your papers.  

I will be on campus as soon as  school opens..  If you can't attend class and you let me know and I will try to be in touch with you.

I am sending  all my thoughts and nonsectarian prayers your way.  Take care and be safe.