for all qualitative teachers and researchers - a goldmine below:
----- Original Message -----
From: "Edmund Chattoe" <[log in to unmask]>
To: <[log in to unmask]>
Sent: Tuesday, November 29, 2005 1:38 AM
Subject: Summary: Theoretically Oriented "Writing Up"
> Dear All,
> Sorry this took so long. A summary of all the responses I received on
> writing up and developing theory in quals. Thanks to all those who
> contributed (listed at bottom).
> Writing Up Qualitative Research, Harry F. Wolcott, 2001, Sage,
> Chapter 4: Making the Link to Theory.
> Using Narrative in Social Research: Qualitative and Quantitative
> Approaches, Jane Elliott, 2005, Sage, Chapter: The Researcher as
> Narrator with accompanying exercise.
> We had publications workshops for interested PhD students but lead by
> the Research Tutor, with the aim of converting presentations or
> chapters in to publishable papers. Groups of 4-5 read and commented
> on a draft circulated by email before the meetings. Our European
> Institute had a better more developed version (contact
> [log in to unmask] Abigail Innes) where students were expected to bring
> problems (and only problems) which I understand was very successful.
> The benefit of these methods is that you have professional input but
> that students can learn from each other and each others' solutions to
> 1. Writing: Howard S. Becker used to run a seminar on writing for his
> graduate students at Northwestern, which was run informally. Much of
> our time was spent commenting on each other's work under the guidance
> of Howie. It taught us to be critical but also compassionate. This
> eventually emerged as "Writing for Social Scientists: How to Start
> and Finish Your Thesis, Book, or Article" (University of Chicago
> Press pb, 1986). This is one of the best books around on writing. Its
> main benefit is how it deals with the problem of fear in writing,
> looking foolish.
> 2. Theorising: I recommend Howard's paper, "Theory: The Necessary
> Evil", available for download at
> http://home.earthlink.net/~hsbecker/theory.html, which is his web
> Descriptions of teaching materials that are being prepared at Qualidata
> 13 Sept 2005
> ESDS Qualidata is developing materials suitable for teaching,
> especially the teaching of secondary analysis of qualitative research
> methods. A number of instructors, novice and experienced, have been
> consulted for their advice. Requests focused on teaching materials
> that highlight diversity of data types (as instructors often have
> ready access only to their own data) as well as materials that could
> support teaching of "beyond the basics" analytical methods. The
> following materials are in use or under development and more feedback
> and suggestions are welcomed.
> 1. Interviewing strategies (in process)
> Qualidata materials can be especially helpful in situations where
> it's necessary to show a wide range of interview types and styles.
> The first teaching pack will be a diverse set of interviews, with
> different styles (structured, semi-structured, unstructured;
> different interviewer styles; and so on). Commentary will be included
> pointing out strengths and weaknesses of different forms of
> interviewing. Some of the collections that might be used include:
> SN 4581 -Gender Difference, Anxiety and the Fear of Crime, 1995, W.
> Hollway and T. Jefferson , in-depth, unstructured interviews
> SN 4841 -Neighbourhood Boundaries, Social Disorganisation and Social
> Exclusion, 2001-2002, R. Atkinson, focus groups
> SN 1670 -Coping Responses to Marital Violence : a Longitudinal Study
> of Women Who Sought Help From a Refuge, 1976-1980, J. Pahl, semi- and
> un-structured interviews, and longitudinal study design
> SN 4943 -Mothers and Daughters : Accounts of Health in the
> Grandmother Generation, 1945-1978 , M. Blaxter, semi-structured.
> 2. Partially pre-analysed materials (in process)
> It's often difficult to compress all steps of the research process
> (e.g., design, interview, transcribe, code, analyse, report) into the
> time allotted. This is especially so in short courses, or when
> qualitative methods are being taught as only one part of a course.
> This teaching pack assumes that some of these exercises are
> separable. That is, the students can learn data collection skills on
> their own material, but do analysis on other, secondary material.
> The second teaching pack will use Qualidata materials to illustrate
> the progression of analysis, for example, from descriptive analysis
> to explanatory analysis. Tools will include several tables, showing
> the transition from typologies to patterns of association. They
> tables could be partially filled in (to provide a demo to students)
> with other bits left blank (as in class exercises).
> One of the datasets to be used will be Annette Lawson's study of
> adultery. In part, one of the things she needed to establish was
> "what is adultery?" with elements such as knowledge of spouse,
> duration of the relationshop, and physical involvement all being
> critical criteria in interviewees' definition. The material helps
> reveal assumptions researchers must address when doing even "simple"
> coding and analysis.
> This collection can also be used for rich discussions of the
> procedures necessary to get informed consent. As the content for the
> interviews was highly sensitive, this research illustrates that
> informed consent is possible even with sensitive materials.
> 3. Exemplar data in the CAQDAS Networking Project (in use)
> Another type of teaching material in use is data that has been
> provided to the CAQDAS Networking Project for use in workshops. The
> collection is Mildred Blaxter's Mothers and Daughters. The tool
> being used is Atlas.ti and the research project is secondary analysis
> on convenience foods. Coding refinement and use of sub-samples are
> just some of the techniques of secondary analysis enabled by CAQDAS
> Thanks to: Ann Lewins, Jane Elliott, Karen O' Reilly, Pirjo Nuutinen,
> John Flood, Gail Wilson, Elizabeth Bishop.
> Edmund Chattoe: Department of Sociology, University of Oxford, Manor Road
> Oxford, OX1 3UQ tel: 01865-286174 fax: 01865-286171 Review Editor Journal
> of Artificial Societies and Social Simulation (JASSS) "So act as to
> treat humanity, whether in your own person or in another, always as
> an end, and
> never as only a means." (Immanuel Kant, Fundamental Principles) Nuffield
> Foundation New Career Development Fellow and Research Fellow, Nuffield
> College. More data here http://www.sociology.ox.ac.uk/people/chattoe.html