1. Thematic Analysis and General Structure

2. Pick one of the following student issues. How might you analyse it? Deciding which University to go to Deciding which University to go to A friend has been dumped by a partner A friend has been dumped by a partner Deciding what to drink in the student union Deciding what to drink in the student union Deciding where to live and who to live with Deciding where to live and who to live with

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

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

5. Analytical Questions ‘How might we understand this?’ ‘What’s all this about, then?’ ‘What issues are underlying this?’ ‘How might we understand this?’ ‘What’s all this about, then?’ ‘What issues are underlying this?’ Ask the question WHY? Analysts look for REASONS for things. Ask the question WHY? Analysts look for REASONS for things. Such questions will help you to identify some of the key issues which you must discuss in your essay.

6. ‘Discuss the recent dumping of your friend.’ Analyse why was s/he dumped. First find information (look at the evidence): Analyse why was s/he dumped. First find information (look at the evidence): They both have very different likes. One partner likes Heavy metal, the other likes the Carpenters. One likes reading and the other likes sport. Is that true, though? They both like clubbing. They also met at a football match and go every week. Also: one is very materialistic and wants lots of money. Their partner should have good career prospects to be able to contribute. For the other, money dehumanises human relationships – it’s not what someone has which is important, but what s/he does – they way they act. They both believe in equity when it comes to relationships, though. Now analyse the above by looking for patterns (things happening again and again). Group the issues under general ‘themes’ or ‘concepts’.

7. General Issues ‘Themes’ Issue of Compatibility Issue of Compatibility 1 st Sub-Theme: Interests –Discuss this issue: yes and/or no? Does the evidence suggest that the lack of interests a reason/ the prime reason for the dumping? Compare and contrast their common interests with their lack of common interests. Is there something more important than common interests? 2 nd Sub-Theme: Ideologies –Yes and/ or No? Prove that they have ideological differences (cite egs). Did their ideological differences really break them up? Evidence for this? Question everything. Can 2 people of different ideologies be together? Could they?

8. Summary: Thematic Analysis Identify the distinct themes/issues underlying the topic of the of the essay (3 / 4 will do?) You can do this by finding patterns in your primary sources & group them under thematic headings Identify the distinct themes/issues underlying the topic of the of the essay (3 / 4 will do?) You can do this by finding patterns in your primary sources & group them under thematic headings Find patterns in your secondary sources – what themes do the critics talk about in relation to the topic? Find patterns in your secondary sources – what themes do the critics talk about in relation to the topic? Once information has been grouped under general themes (or issues/problems which need discussing), pick out the 3-5 most important ones Once information has been grouped under general themes (or issues/problems which need discussing), pick out the 3-5 most important ones

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

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

11. Task: Analyse the following curiosity In 2002, Tanner and Wright found a correlation between student ability to complete simple administration task of handing in a photo at the beginning of the year and their success or failure in their end of year exams. In 2002, Tanner and Wright found a correlation between student ability to complete simple administration task of handing in a photo at the beginning of the year and their success or failure in their end of year exams. See Tanner and Wright: http://www.studentbmj.com/search/pdf/02/09 /ppr.pdf See Tanner and Wright: http://www.studentbmj.com/search/pdf/02/09 /ppr.pdf http://www.studentbmj.com/search/pdf/02/09 /ppr.pdf http://www.studentbmj.com/search/pdf/02/09 /ppr.pdf

12. Analysis Why might this be the case? Why might this be the case? –List possible reasons: 1.? 2.? 3.? Read the article. Can you identify the section where Tanner and Wright offer their analysis? Read the article. Can you identify the section where Tanner and Wright offer their analysis?

13. Possible reasons for Correlation 1. Case demonstrates poor organisational skills 2. Demonstrates a poor attitude to University (not taking its demands seriously enough to do well)

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

15. Structure your work around your analysis. ‘Discuss the issue of exam success and failure’ might be structured as follows:

16. Introduction Issue 1: Student Responsibility. My Point: It is the both the individual’s problems with personal organisation and her/his attitude to learning which might be considered the essence of student success. Evidence for (EG: Tanner & Wright’s theories) and aogainst? Implications of perspectives? Issue 2: University Responsibilities to the student. My Point: The focus on the individual, however, ignores structural issues within the University. Indeed, the student integration into University is as important in exam success as student organisation. Evidence for and against? Implications of perspective? Issue 3: Economic issues My Point: The above perspectives give too much weight to Tanner and Wright’s research. The forgetting of the photo might not be due to organisational problems at all, but to economic problems. Evidence for and against? Implications of perspective? Problems with perspective? Conclusion Exam Success - a result of many factors. These factors throw up the complexities of individual and structural responsibilities when it comes to passing exams.

17. Final Task: What have you learned today? Name one thing you will take away from this lecture Name one thing you will take away from this lecture Make a list of some of the typical analytical questions we asked during the lecture Make a list of some of the typical analytical questions we asked during the lecture (Add to the list after the lecture by reading Cottrell (2003: 222, 230-2)

18. Lecture Summary: Analytical Processes (Critical) Analysis How might we understand this? Ask ‘why’? Assess the evidence and 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 reasonable perspective Doubt everything

19. Analytical Skills – Key to Employment Post Requirements 1. Interpersonal (…). 2. Analytical 1.Define the key questions that should be addressed in an inspection 2.Ability to uncover key issues and identify supporting evidence 3.Clarify and confirm accuracy of information initially provided using the evidence available and investigative skills. (Extract from a job spec. for an inspector of childcare and nursery education establishments)

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

21. Your task for the week: Play ‘spot the analysis’. When you are in your next lecture/seminar spot: 1.the parts where your lecturer is describing something 2.The parts where your lecturer is analysing something. 3.Send examples to: Hum Study Skills

22. Further Reading ***Cottrell, S. (2003) The Study Skills Handbook, Basingstoke: Palgrave Macmillan – Chapters 8 and 10 ***Cottrell, S. (2003) The Study Skills Handbook, Basingstoke: Palgrave Macmillan – Chapters 8 and 10 http://www.amw.editing.care4free.net/faw/ 39.html#intro http://www.amw.editing.care4free.net/faw/ 39.html#intro For pics of general structure For pics of general structure