Thematic Analysis Thematic Analysis and General and General StructureStructure

Pick one of the following Pick one of the following student issues. How might you student issues. How might you analyse it?analyse it?

Deciding which University Deciding which University to go toto go to

A friend has been dumped A friend has been dumped by a partnerby a partner

Deciding what to drink in Deciding what to drink in the student unionthe student union

Deciding where to live and Deciding where to live and who to live withwho to live with

Analysing Analysing

How did you do it? What How did you do it? What sort of questions did sort of questions did you ask to analyse the you ask to analyse the situations? situations?

What did you do?What did you do?

Why go to one Uni over the other? Why go to one Uni over the other? Pick out Pick out IMPORTANT ISSUESIMPORTANT ISSUES for you – for you – interesting courses, good interesting courses, good sports/nightlife etc. Decide which sports/nightlife etc. Decide which are the are the MOST IMPORTANT ISSUESMOST IMPORTANT ISSUES for for you. you. WEIGH THINGS UPWEIGH THINGS UP and see who and see who has the most to offer in terms of has the most to offer in terms of these issues. Who has the best these issues. Who has the best sports or nightlife? Assess the sports or nightlife? Assess the IMPLICATIONSIMPLICATIONS of going to the Uni – of going to the Uni – is it too far away from home? Does is it too far away from home? Does that matter?that matter?

Analytical QuestionsAnalytical Questions ‘‘How might we How might we understandunderstand this this?’ ?’ ‘What’s all this about, then?’ ‘What’s all this about, then?’ ‘What issues are underlying this?’ ‘What issues are underlying this?’

Ask the question Ask the question WHYWHY? Analysts ? Analysts look for REASONS for things. look for REASONS for things.

Such questions will help you to Such questions will help you to identify some of the identify some of the key issues key issues which you must discuss in your which you must discuss in your essay.essay.

‘‘Discuss the recent dumping of Discuss the recent dumping of your friend.’your friend.’

Analyse Analyse whywhy was s/he dumped. First find information (look was s/he dumped. First find information (look at the evidence): at the evidence):

They both have very different likes. One partner They both have very different likes. One partner likes Heavy metal, the other likes the likes Heavy metal, the other likes the Carpenters. One likes reading and the other likes Carpenters. One likes reading and the other likes sport. Is that true, though? They both like sport. Is that true, though? They both like clubbing. They also met at a football match and clubbing. They also met at a football match and go every week. Also: one is very materialistic go every week. Also: one is very materialistic and wants lots of money. Their partner should and wants lots of money. Their partner should have good career prospects to be able to have good career prospects to be able to contribute. For the other, money dehumanises contribute. For the other, money dehumanises human relationships – it’s not what someone has human relationships – it’s not what someone has which is important, but what s/he does – they way which is important, but what s/he does – they way they act. They both believe in equity when it they act. They both believe in equity when it comes to relationships,comes to relationships, though.though.

Now analyse the above by looking for Now analyse the above by looking for patternspatterns (things happening again and again). Group the (things happening again and again). Group the issues under general ‘themes’ or ‘concepts’.issues under general ‘themes’ or ‘concepts’.

General Issues General Issues ‘Themes’‘Themes’

Issue of CompatibilityIssue of Compatibility

11stst Sub-Theme: Interests Sub-Theme: Interests– Discuss this issue: Discuss this issue: yes and/or no? Does yes and/or no? Does the evidence suggest the evidence suggest that the lack of that the lack of interests a reason/ interests a reason/ the prime reason for the prime reason for the dumping? Compare the dumping? Compare and contrast their and contrast their common interests with common interests with their lack of common their lack of common interests. Is there interests. Is there something more something more important than common important than common interests?interests?

• 22ndnd Sub-Theme: Sub-Theme: Ideologies Ideologies

– Yes and/ or No? Prove Yes and/ or No? Prove that they have that they have ideological ideological differences (cite differences (cite egs). Did their egs). Did their ideological ideological differences differences reallyreally break them up? break them up? Evidence for this? Evidence for this? Question everything. Question everything. Can 2 people of Can 2 people of different ideologies different ideologies be together? Could be together? Could they?they?

Summary: Thematic AnalysisSummary: Thematic Analysis

Identify the distinct themes/issues Identify the distinct themes/issues underlying the topic of the of the underlying the topic of the of the essay (3 / 4 will do?) You can do this essay (3 / 4 will do?) You can do this by finding by finding patternspatterns in your primary in your primary sources & group them under thematic sources & group them under thematic headingsheadings

Find patterns in your secondary sources Find patterns in your secondary sources – what themes do the critics talk about – what themes do the critics talk about in relation to the topic? in relation to the topic?

Once information has been grouped under Once information has been grouped under general themes (or issues/problems general themes (or issues/problems which need discussing), pick out the 3-which need discussing), pick out the 3-5 most important ones5 most important ones

Critical Analysis: Develop a Critical Analysis: Develop a Perspective on the Perspective on the themes/issuesthemes/issues ‘‘The evidence may suggest that the The evidence may suggest that the two were incompatible, but this is two were incompatible, but this is a rather superficial account of a rather superficial account of their relationship. It is true their relationship. It is true that, musically, they have that, musically, they have different likes ‘(quote from different likes ‘(quote from interview)’. However, their interview)’. However, their bonding at football has kept them bonding at football has kept them together and both parties together and both parties considered it a much more considered it a much more important aspect of their important aspect of their relationship than football relationship than football ‘Quote’’. ‘Quote’’.

Maybe Refer to a theory Maybe Refer to a theory to help to justify your to help to justify your analysisanalysis However, their bonding at However, their bonding at football has kept them together football has kept them together and both parties considered it a and both parties considered it a much more important aspect of much more important aspect of their relationship than football their relationship than football ‘Quote’’. Reid’s examination of ‘Quote’’. Reid’s examination of pigmy relationships (2002) is pigmy relationships (2002) is particularly useful with regard particularly useful with regard to the issue of bonding…to the issue of bonding…

Task: Analyse the Task: Analyse the following curiosityfollowing curiosity

In 2002, Tanner and Wright found In 2002, Tanner and Wright found a correlation between student a correlation between student ability to complete simple ability to complete simple administration task of handing in administration task of handing in a photo at the beginning of the a photo at the beginning of the year and their success or failure year and their success or failure in their end of year exams. in their end of year exams.

See Tanner and Wright: See Tanner and Wright: http://www.studentbmj.com/search/pdf/02/09http://www.studentbmj.com/search/pdf/02/09/ppr.pdf/ppr.pdf

AnalysisAnalysis

WhyWhy mightmight this be the case? this be the case? – List possible reasons:List possible reasons:

1.1. ??

2.2. ??

3.3. ??

Read the article. Can you Read the article. Can you identify the section where Tanner identify the section where Tanner and Wright offer their analysis?and Wright offer their analysis?

Possible reasons for Possible reasons for CorrelationCorrelation

1.1. Case demonstrates poor Case demonstrates poor organisational skillsorganisational skills

2.2. Demonstrates a poor Demonstrates a poor attitude to University (not attitude to University (not taking its demands taking its demands seriously enough to do seriously enough to do well)well)

Critical AnalysisCritical Analysis

Now Now weigh upweigh up the analysis – assess the analysis – assess how valid each reason is. Do you how valid each reason is. Do you accept Tanner and Wright’s accept Tanner and Wright’s analysis? Can you see why it analysis? Can you see why it might be a might be a usefuluseful analysis? Are analysis? Are there any there any problemsproblems with it? Are with it? Are there any other ways of thinking there any other ways of thinking which are more satisfactory? What which are more satisfactory? What are the are the implications implications of their of their analysis?analysis?

Structure your work around Structure your work around your analysis.your analysis.

‘‘Discuss the issue of exam Discuss the issue of exam success and failure’success and failure’might be structured might be structured as follows:as follows:

IntroductionIntroduction

Issue 1: Issue 1: Student Responsibility.Student Responsibility. My Point: It is My Point: It is the both the individual’s problems with personal the both the individual’s problems with personal organisation and her/his attitude to learning which might organisation and her/his attitude to learning which might be considered the essence of student success. be considered the essence of student success. Evidence Evidence for (EG: Tanner & Wright’s theories) and aogainst? for (EG: Tanner & Wright’s theories) and aogainst? Implications of perspectives?Implications of perspectives?

Issue 2: Issue 2: University Responsibilities to the University Responsibilities to the student.student. My Point: The focus on the individual, however, My Point: The focus on the individual, however, ignores structural issues within the University. Indeed, ignores structural issues within the University. Indeed, the student integration into University is as important in the student integration into University is as important in exam success as student organisation. Evidence for and exam success as student organisation. Evidence for and against? Implications of perspective?against? Implications of perspective?

Issue 3: Issue 3: Economic issuesEconomic issues My Point: The above My Point: The above perspectives give too much weight to Tanner and Wright’s perspectives give too much weight to Tanner and Wright’s research. The forgetting of the photo might not be due to research. The forgetting of the photo might not be due to organisational problems at all, but to economic problems. organisational problems at all, but to economic problems. Evidence for and against? Implications of perspective? Evidence for and against? Implications of perspective? Problems with perspective?Problems with perspective?

ConclusionConclusionExam Success - a result of many factors. These Exam Success - a result of many factors. These

factors throw up the complexities of individual and factors throw up the complexities of individual and structural responsibilities when it comes to passing structural responsibilities when it comes to passing examsexams..

Final Task: What have you Final Task: What have you learned today?learned today?

Name one thing you will take Name one thing you will take away from this lectureaway from this lecture

Make a list of some of the Make a list of some of the typical analytical questions we typical analytical questions we asked during the lectureasked during the lecture

(Add to the list after the (Add to the list after the lecture by reading Cottrell lecture by reading Cottrell (2003: 222, 230-2)(2003: 222, 230-2)

Lecture Summary: Analytical Lecture Summary: Analytical ProcessesProcesses

(Critical) Analysis

How might we understand this?

Ask ‘why’? Assess the evidenceand identify key issues

Compare and contrast – look at issues in different ways

Weigh up pros and cons(Think Vicky Pollard...)

Maybe use theories to aid understanding

Reach a decision: a reasonableperspective

Doubt everything

Analytical Skills – Key Analytical Skills – Key to Employmentto Employment

Post RequirementsPost Requirements1.1. Interpersonal (…).Interpersonal (…).2.2. AnalyticalAnalytical

1.1. Define the key questions that should be Define the key questions that should be addressed in an inspectionaddressed in an inspection

2.2. Ability to uncover key issues and Ability to uncover key issues and identify supporting evidenceidentify supporting evidence

3.3. Clarify and confirm accuracy of Clarify and confirm accuracy of information initially provided using the information initially provided using the evidence available and investigative evidence available and investigative skills. skills.

(Extract from a job spec. (Extract from a job spec. for an for an inspector of inspector of childcare and nursery childcare and nursery education education establishments)establishments)

Next Week:Next Week:

Let’s apply what we have done so Let’s apply what we have done so far to academic contexts. We’ll far to academic contexts. We’ll look at student writing to find look at student writing to find egs of the analytical processes egs of the analytical processes we have described, and will we have described, and will discuss, with examples from discuss, with examples from lectures and seminars across the lectures and seminars across the School, where your lecturers are School, where your lecturers are encouraging you to become encouraging you to become analytical. analytical.

Your task for the week: Your task for the week: Play ‘spot the analysis’.Play ‘spot the analysis’.

When you are in your next When you are in your next lecture/seminar spot:lecture/seminar spot:1.1. the parts where your lecturer the parts where your lecturer

is describing somethingis describing something

2.2. The parts where your lecturer The parts where your lecturer is analysing something.is analysing something.

3.3. Send examples to: Hum Study Send examples to: Hum Study SkillsSkills

Further ReadingFurther Reading

***Cottrell, S. (2003) ***Cottrell, S. (2003) The The Study Skills Handbook,Study Skills Handbook, Basingstoke: Palgrave Basingstoke: Palgrave MacmillanMacmillan – Chapters 8 and 10 – Chapters 8 and 10

http://http://www.amw.editing.care4free.net/faw/www.amw.editing.care4free.net/faw/39.html#intro39.html#intro

For pics of general structureFor pics of general structure