English 677, Spring 2010 Carter

Qualitative Research in Five Phases

Phase 1: Preparing for the Field/Archives

Read, write, discuss, read some more. Reflect. Discuss. Read. Reflect.

All of the assigned course readings were designed to prepare you for the field, including methods, theory, key
arguments, and the rest.

Phase 2: Prepare Some More.

Define research question and topic worthy of exploration (and accessible). Reflect, discuss, and read some more.
Locate relevant background materials, and ready yourself to enter the field/archives with the right questions and the
appropriate theoretical frame.

Phase 3: Select Qualitative Research Tool(s)

Life history research? surveys? field observations? close readings of primary source materials? A combination of
one more more tools? What research tool(s) is most appropriate for your project?

Phase 4: Enter the Field/Archives

Fieldnotes (FN) play a key role in qualitative research like this. Writing FN is more than a process of remembering
and getting it down. Rather, writing FN promotes learning and deepens understanding about what has been seen and
heard in the field or observed in close readings of primary source materials like oral histories or other artifacts.

• Jottings: devices intended to encourage the recall of scenes, events, relevant quotes, or other details in the
construction of some broader, fuller FN account. What is “key” won’t be clear right away or always, and
what seems “key” at one point may not necessarily appear as key later in the research process.

• Full/Expanded FNs: Turn recollections and jottings into detailed written accounts that will preserve as
much as possible what you noticed and now feel significant. Expanded FN require a complex process of
remembering, filling in, elaborating, and commenting upon FN in order to provide a full, written account of
witnessed scenes and events and other relevant details (including findings emerging from close readings of
archival materials). Tip: write to yourself as future researcher first. As future reader of your own FN, you
anticipate a detailed reading in order to code and analyze the notes for a paper or an article. Attempt to keep
it open-ended, though--allowing for new info and insight.

•Conceptual Memos: Both the Conceptual Memo and the Interpretive Memo are sustained analytic writing.
The Conceptual Memo is a product of concentrated effort to identify and develop analytic themes while
still actively involved in the field and writing fieldnotes--an attempt to explore what FNs taken over a
specific period of time might mean and anticipate next steps.

• Interpretative Memos: At some point, the researcher has to stop writing FN and begin reading them. ALL
of them. And closely.

Method: combine close reading with procedures for analytically coding FN on an ongoing basis.

Where do these codes come from? (1) line-by-line reading of FN, with an eye to recurring themes
and/or (2) general topic emerging from various conceptual memos

The Interpretive Memo is your opportunity to begin drawing forward firm interpretations of data
collected, elaborating on ideas, and linking codes and bits of data together. In writing the
Interpretive memo, you seek to explore relationships between the coded FN and to provide more
sustained examination of a theme or issue by linking discrete observations.

Phase 5: The Write Up

Fieldworking has some excellent suggestions for moving FN to interpretation to write up. Rely on
that, and examples.
English 677, Spring 2010 Carter

Due April 19, by noon:

• Draft of first ten entries to be included in your Annotated Bibliography

• At least one set of Extended Fieldnotes and your latest Conceptual Memo

Due April 26th, by noon:

• Abstract (I will use this to construct program for final presentations)

• Code book
• Conceptual Memos (x3)
• Interpretive Memo (x1)
• Questions about final write up, presentation, and/or Research Portfolio (share plans, where available)

April 27: no class

Meet me in my office during your scheduled conference time to go over above (and outline of write up, if available)
Invite research participants to final presentations

Due May 3, by noon:

• Complete draft of Research Portfolio

• Draft of presentation and/or final project
• Goal: have as much as possible completed by May 3 so you can receive feedback May 4

May 4: Class in Library. Bring laptops, if you like. We’ll also be checking them out from the Library, if you’d rather. All you
need is your Student ID.

During class, you will be workshopping Research Portfolios, final projects, presentation plans, reflections, and
anything else ready and on which you need feedback. I’ll provide some guidance and be there to answer questions,
as well.

Due May 10, by noon:

Complete, final draft of Research Portfolio

Media for final presentation, if applicable (need an opportunity to ready media beforehand; I can be in presentation
room early on the day of, but we should test media earlier if possible)

May 11, 1:15-3:15: Presentations!

Limit your presentation to ten minutes so we have time for questions. I will create a program, and we will go in that
order. The general public will be invited to hear your presentations, and you should invite your research participants
and others who may be interested in attending.

Final project due. Everything should be in to me by this point.