<ul><li>Do quantitative and qualitative research reveal  divergent  approaches? </li></ul><ul><ul><li>The  similarities ar...
<ul><li>Prefatory Items </li></ul><ul><ul><li>Title page </li></ul></ul><ul><ul><li>(Executive summary) </li></ul></ul><ul...
<ul><li>Methodology </li></ul><ul><ul><li>Sampling design </li></ul></ul><ul><ul><li>Research design </li></ul></ul><ul><u...
<ul><li>Unlike quantitative work, which can be interpreted through tables and summaries, qualitative work carries its mean...
<ul><li>This can be achieved through:  </li></ul><ul><ul><li>A strong introduction. </li></ul></ul><ul><ul><li>Situating t...
<ul><li>In general the introduction should be a summary of how the report: </li></ul><ul><ul><li>Presents arguments/debate...
<ul><li>YES! </li></ul><ul><li>Usually the literature is summarised at the beginning of our papers and in such a way that ...
<ul><li>Literature is portrayed as : </li></ul><ul><li>Incomplete –  Identification of a gap in the literature and where  ...
<ul><li>What is exactly the claim made? </li></ul><ul><li>What reasons do support the claim? What are the mechanisms suppo...
<ul><li>Important to analyse or interpret data and not  just present it. </li></ul><ul><li>Need to contextualise findings ...
<ul><li>Sample (small size, bias) </li></ul><ul><li>Measurement </li></ul><ul><li>Analysis not advanced enough </li></ul><...
<ul><li>Qualitative researchers have a tendency to want to push ‘a canoe into the sunset at the end of every presentation’...
<ul><li>When editing look out for: </li></ul><ul><li>Unnecessary and redundant words </li></ul><ul><li>Passive voice </li>...
<ul><li>Poor expression </li></ul><ul><li>Lucidity </li></ul><ul><li>Slang </li></ul><ul><li>Consistency </li></ul><ul><li...
<ul><li>Get distance (and thus more perspective) on work through: </li></ul><ul><ul><li>Setting aside for a while. </li></...
<ul><li>“ There are probably rules for writing the  persuasive, memorable and publishable qualitative research article, bu...
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12 qualitative research writing up skills ( Dr. Abdullah Al-Beraidi - Dr. Ibrahim Althonayan - Dr.Ramzi)

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محاضرة للدكتور إبراهيم الثنيان - الدكتور عبدالله البريدي و دكتور رمزي
Dr. Abdullah Al-Beraidi
Dr. Ibrahim Althonayan

Published in: Education

12 qualitative research writing up skills ( Dr. Abdullah Al-Beraidi - Dr. Ibrahim Althonayan - Dr.Ramzi)

  1. 2. <ul><li>Do quantitative and qualitative research reveal divergent approaches? </li></ul><ul><ul><li>The similarities are frequently more striking and apparent than the differences </li></ul></ul><ul><li>Many people find writing up research more difficult than carrying it out </li></ul><ul><ul><li>You must convince your readers about the credibility of the knowledge claims you make </li></ul></ul><ul><ul><li>Good writing is to do with developing your style so that it is persuasive and convincing </li></ul></ul>
  2. 3. <ul><li>Prefatory Items </li></ul><ul><ul><li>Title page </li></ul></ul><ul><ul><li>(Executive summary) </li></ul></ul><ul><ul><li>Table of contents </li></ul></ul><ul><li>Introduction </li></ul><ul><ul><li>Problem statement </li></ul></ul><ul><ul><li>Research objectives </li></ul></ul><ul><ul><li>Background </li></ul></ul><ul><li>Theory section </li></ul><ul><ul><li>Literature review </li></ul></ul><ul><ul><li>Theory development </li></ul></ul>Academic Reports (1) التقارير الأكاديمية <ul><li>رسالة لتفاصيل الظاهرية </li></ul><ul><li>عنوان الصفحة </li></ul><ul><li>الملخص التنفيذي </li></ul><ul><li>جدول المحتويات </li></ul><ul><li>  </li></ul><ul><li>المقدمة </li></ul><ul><li>مشكلة الدراسة </li></ul><ul><li>أهداف الدراسة </li></ul><ul><li>خلفية الدراسة </li></ul><ul><li>  </li></ul><ul><li>الجزء النظري </li></ul><ul><li>الأدبيات السابقة </li></ul><ul><li>تطور النظرية </li></ul>
  3. 4. <ul><li>Methodology </li></ul><ul><ul><li>Sampling design </li></ul></ul><ul><ul><li>Research design </li></ul></ul><ul><ul><li>Data collection </li></ul></ul><ul><ul><li>Data analysis </li></ul></ul><ul><ul><li>Limitations </li></ul></ul><ul><li>Findings </li></ul><ul><ul><li>Analysis </li></ul></ul><ul><ul><li>Results </li></ul></ul><ul><li>Conclusions </li></ul><ul><ul><li>Summary conclusions </li></ul></ul><ul><ul><li>Recommendations </li></ul></ul><ul><li>Appendices </li></ul><ul><li>Bibliography </li></ul><ul><li>المنهجية </li></ul><ul><ul><li>نمط أخذ العينات </li></ul></ul><ul><ul><li>نمط البحث وتصميمه </li></ul></ul><ul><ul><li>جمع البيانات </li></ul></ul><ul><ul><li>تحليل البيانات </li></ul></ul><ul><ul><li>محددات الدراسة </li></ul></ul><ul><li>  النتائج </li></ul><ul><ul><li>النتائج التلخيصية </li></ul></ul><ul><ul><li>التوصيات </li></ul></ul><ul><li>  الملحقات </li></ul><ul><li>  مسرد المراجع </li></ul>Academic Reports (2) التقارير الأكاديمية
  4. 5. <ul><li>Unlike quantitative work, which can be interpreted through tables and summaries, qualitative work carries its meaning in the entire text (Richardson 2000). </li></ul>
  5. 6. <ul><li>This can be achieved through: </li></ul><ul><ul><li>A strong introduction. </li></ul></ul><ul><ul><li>Situating the argument within the literature. </li></ul></ul><ul><ul><li>Integrating theoretical argument with data/text taken from empirical fieldwork. </li></ul></ul><ul><ul><li>Continuous editing </li></ul></ul>
  6. 7. <ul><li>In general the introduction should be a summary of how the report: </li></ul><ul><ul><li>Presents arguments/debates, </li></ul></ul><ul><ul><li>Addresses a contemporise original issue </li></ul></ul><ul><ul><li>Takes a new perspective on an issue which needs a new perspective. </li></ul></ul>
  7. 8. <ul><li>YES! </li></ul><ul><li>Usually the literature is summarised at the beginning of our papers and in such a way that highlights our papers contribution. </li></ul><ul><li>We re-write existing work to illustrate the gap that our study aims to fill. </li></ul><ul><li>Some writers argue that this organisation of literature in our writing is unhelpful to qualitative writers. </li></ul><ul><li>Relevant literature often emerges in response to the research process and not as a separate stage before </li></ul>
  8. 9. <ul><li>Literature is portrayed as : </li></ul><ul><li>Incomplete – Identification of a gap in the literature and where further specification is needed. </li></ul><ul><li>Inadequate – Identification of oversights and failure to incorporate different perspectives which would help better understand the phenomena under investigation. Alternative perspectives are then introduced in a bid to increase understanding. </li></ul><ul><li>Incommensurate . – Assertion of an alternative superior argument. In contrast to refining or augmenting the literature, seeks to reformulate or redirect the literature. </li></ul>
  9. 10. <ul><li>What is exactly the claim made? </li></ul><ul><li>What reasons do support the claim? What are the mechanisms supposed? </li></ul><ul><li>What is the evidence in favor of the claim? Is there counter evidence? </li></ul><ul><li>Are there alternative explanations? </li></ul><ul><li>ما الذي تقدمه الفرضية بالضبط؟ </li></ul><ul><li>ما هو المنطق الذي يدعم الفرضية؟ </li></ul><ul><li>ما هي الآليات المفروضة؟ </li></ul><ul><li>ما هي الأدلة التي في صالح النظرية؟ </li></ul><ul><li>هل هناك أدلة مناقضة؟ </li></ul><ul><li>هل هناك تفسيرات بديلة؟ </li></ul>
  10. 11. <ul><li>Important to analyse or interpret data and not just present it. </li></ul><ul><li>Need to contextualise findings </li></ul><ul><li>Need to use examples which bring thick, colourful descriptions. </li></ul>
  11. 12. <ul><li>Sample (small size, bias) </li></ul><ul><li>Measurement </li></ul><ul><li>Analysis not advanced enough </li></ul><ul><li>Argue in which direction limitation might bias your results. </li></ul><ul><li>العينة ( صغر حجمها، التحيز ) </li></ul><ul><li>المقياس المستخدم </li></ul><ul><li>أن لا تكون طريقة التحليل متطورة </li></ul><ul><li>في أي اتجاه قد تؤثر المحددات على تحيز النتائج </li></ul>
  12. 13. <ul><li>Qualitative researchers have a tendency to want to push ‘a canoe into the sunset at the end of every presentation’ (Wolcott 2001: 122). </li></ul><ul><li>Rather than over reaching oneself and loosing the audience, try closing with a conservative summarising statement. </li></ul><ul><li>Alternatives include: summaries, recommendations and implications </li></ul>
  13. 14. <ul><li>When editing look out for: </li></ul><ul><li>Unnecessary and redundant words </li></ul><ul><li>Passive voice </li></ul><ul><li>Overused phrases </li></ul><ul><li>Excessive anythings </li></ul>
  14. 15. <ul><li>Poor expression </li></ul><ul><li>Lucidity </li></ul><ul><li>Slang </li></ul><ul><li>Consistency </li></ul><ul><li>Poorly conceived, long complex sentences. </li></ul><ul><li>Misuse of references </li></ul>
  15. 16. <ul><li>Get distance (and thus more perspective) on work through: </li></ul><ul><ul><li>Setting aside for a while. </li></ul></ul><ul><ul><li>Editing from back to front </li></ul></ul><ul><ul><li>Reading aloud </li></ul></ul><ul><ul><li>Reading the manuscript very quickly </li></ul></ul><ul><li>Better yet – get some one else to read it! </li></ul>
  16. 17. <ul><li>“ There are probably rules for writing the persuasive, memorable and publishable qualitative research article, but rest assured, no one knows what they are”. </li></ul><ul><li>Van Maanen (1988). </li></ul>

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