Posted: February 25th, 2015
QUALITATIVE RESEARCH IN METHODS IN PSYCHOLOGY
Paper, Order, or Assignment Requirements
Both parts of this assignment to be submitted in hard-copy and digital formats.
Coursework 1: Transcription
Transcription In the class project we will be analysing the Eurosport coverage of the Australian Open Semi Finals and Finals, 2015. The first component of this project is the transcription of the data.
You have been randomly assigned a portion of the broadcast to transcribe (about 23 minutes; specific data segment that you should process is from ( 02:49:00 03:13:00 )
the data is available as follows:
Important: if you transcribe the incorrect data segment you will need to re-do the assignment or get a mark of 0 for the transcription portion of the assignment.
You should transcribe everything in the segment that has been assigned to you, including commercials etc.
Your transcript should be in the following format:
HEADER (appearing at the top of each page): The filename of the file you are transcribing; your name; page number AT THE START OF THE TRANSCRIPT: the start time (in the format HH:MM:SS) EVERY FIVE LINES OR SO: the time code for that point in the transcript AT THE END OF THE TRANSCRIPT: the end time (in the format HH:MM:SS)
The following simplified Jeffersonian transcription conventions should be used for the main transcript:
| (.) | Just noticeable pause | |
| (.3), (2.6) | Examples of timed pauses | |
| ↑word,↓word | Onset of noticeable pitch rise or fall (can be difficult to use reliably) | |
| A: B: |
word [word [word |
Square brackets aligned across adjacent lines denote the start of overlapping talk. Some transcribers also use “]” brackets to show where the overlap stops |
| .hh, hh | in-breath (note the preceding fullstop) and out-breath respectively. | |
| wo(h)rd | (h) is a try at showing that the word has “laughter” bubbling within it | |
| wor- | A dash shows a sharp cut-off | |
| wo:rd | Colons show that the speaker has stretched the preceding sound. | |
| (words) | A guess at what might have been said if unclear | |
| ( ) | Unclear talk. Some transcribers like to represent each syllable of unclear talk with a dash | |
| A: B: |
word= =word |
The equals sign shows that there is no discernible pause between two speakers’ turns or, if put between two sounds within a single speaker’s turn, shows that they run together |
| word, WORD | Underlined sounds are louder, capitals louder still | |
| ºwordº | material between “degree signs” is quiet | |
| >word word< <word word> | Inwards arrows show faster speech, outward slower | |
| → | Analyst’s signal of a significant line | |
| ((sniff)) | Transcriber’s effort at representing something hard, or impossible, to write phonetically |
(Adapted from http://homepages.lboro.ac.uk/~ssca1/notation.htm)
The commentators should be labelled C1(M) for the first male commentator; C2(M) for the second male commentator; C1(F) for the first female commentator etc.
Marking: a random segment of the assigned clip will be selected and one page of your transcript will be assessed for accuracy and completeness (in relation to the range of features that can be coded using the transcription notation).
Coursework 2: Reflection on Transcription
In this short assignment you should reflectively discuss the relationship between transcribed qualitative data and the real-world events that it encodes.
Some ideas for reflection:
- What is the role of the transcriber in analysis?
- What is included, what is excluded and why does it matter?
- How does the chosen transcription notation impact on the nature of the data?
Projects that receive high marks will be well structured;
succinct and demonstrate extensive critical engagement with relevant literature.
Limit: 600 words (about three pages; 12 point font; double-spaced).
The word limit will be strictly enforced, but the reference list will not be included in the word limit.
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