ELTT course 10: Writing Up Qualitative Research (Independent Study version) Unit 1 Task 1 10 Below are three more examples of PhD thesis contents
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ELTT course 10: Writing Up Qualitative Research (Independent Study version) Unit 1 Task 1 10 Below are three more examples of PhD thesis contents
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ELTT course 10: Writing Up Qualitative Research (Independent Study version) Unit 1 Structure and Introduction
Tony Lynch English Language Teaching Centre
11 Structure and Introduction
Before we look at alternative thesis structures, let's take a step back and consider the fundamental differences between qualitative and quantitative research:Qualitative researching is exciting and important. It is a highly rewarding activity because it engages us
with things that matter, in ways that matter. Through qualitative research we can explore a wide array
of dimensions of the social world, including the texture and weave of everyday life, the understandings,
experiences and imaginings of our research participants, the ways that social processes, institutions, discourses or relationships work, and the significance of the meanings they generate. We can do all of
this qualitatively by using methodologies that celebrate richness, depth, nuance, context, multi-
dimensionality and complexity rather than being embarrassed or inconvenienced by them. Instead ofediting these elements out in search of the general picture or the average, qualitative research factors
them directly into its analyses and explanations. This means that it has an unrivalled capacity to
constitute compelling arguments about how things work in particular contexts. (Mason 2002: 1)Task 1.1
Does Mason mention quantitative research?
What does she imply about it?
Given this divergence between q
ualitative and quantitative researchers, one would naturally expect to find differences in the way in which their research is written up. Here is one view of qualitative writing: " POH VHQVH RI MUJXPHQP GHYHORSV POURXJO POH ROROH SURŃHVV RI GMPM ŃROOHŃPLRQ MQMO\VLV MQG organization. This makes qualitative writing in essence very different from quantitative writing.Qualitative writing becomes very much an unfolding story in which the writer gradually makes sense, not only of her data, but of the total experience of which it is an artefact. This is an interactive process
in which she tries to untangle and make reflexive sense of her own presence and role in the research.
The written study thus becomes a complex train of thought within which her voice and her image ofRPOHUV MUH LQPHURRYHQB 7OHUHIRUH µXQOLNH TXMQPLPMPLYH work that can carry its meaning in its tables and
(Richardson and St Pierre 2005: 959-60). The voice and person of the researcher as writer not onlybecome a major ingredient of the written study, but have to be evident for the meaning to become clear.
(Holliday 2007: 122, underlining added)Task 1.2
Why is qualitative writing an unfolding story?
Is that expression relevant to your own research?
Have your supervisors suggested how your voice should be present?ELTT course 10: Writing Up Qualitative Research (Independent Study version) Unit 1 Structure and Introduction
Tony Lynch English Language Teaching Centre
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