Life story interview and analysis
Hsc
ChecklistforHAS121Assessment5writingup.docx|
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has121 university of wollongong |
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Checklist for HAS 121 Assessment #4 Life Story Interview analysis |
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When should I do this? |
What should I do? |
Have I done it? |
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By week 9 |
· Identify and contact a person that you would like to interview who meets the selection criteria (see Life Story Interview, Guidelines for Students). · Review the Life Story Interview protocol by reading it over and even practicising reading out loud. |
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By week 10 |
· Conduct your interview: Be sure to provide a copy of the Participant Information Sheet and ask the person to sign the consent form. If the person consents, plan to audio tape the interview. · In the interview, follow the Life Story Interview protocol, adding probing questions (could you tell me more) and clarification question (could you explain what that was like for you?) as needed · Be sure to thank your participant for his/her time |
In progress |
Life story interview analysis: Writing up your assessment
Here’s where you should be up to by this week…
From HAS 121 subject outline, description of Assessment 4, Life Story Interview Analysis:
Students will write a discussion and analysis of themes from the interview, drawing on concepts and theories from HAS 121. Begin by describing the person whom you interviewed and why you selected this person. Describe where and when the interview occurred and anything relevant about the interview experience (this is your description of your research methods). Analyse and discuss the person’s life history, integrating human development theories and concepts, by addressing the following questions:
1. What have been the key contexts of this person’s life? How has history and culture influenced this person’s life?
2. How is this person’s life linked to particular other people? What are the major roles they have played in life and how are those roles defined?
3. How would you describe this person’s important identities? How have these identities changed over time?
Cite class materials (lecture notes and HAS 121 required textbook) and a minimum of 3 high quality outside sources in your paper, using Harvard referencing style. Conclude with your own observations/insights from the experience.
Before your write Assessment #4, it is a good idea to develop an outline for your paper. This is a general outline for writing an essay, from UOW UniLearning:
https://unilearning.uow.edu.au/essay/4bi.html
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· General statement or orientation to topic · Thesis statement · Brief summary of the main topics/arguments/points made in the essay |
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1. Topic sentence A a. supporting sentence b. supporting sentence c. supporting sentence 2. Topic sentence B a. supporting sentence b. supporting sentence c. supporting sentence 3. Topic sentence C a. supporting sentence b. supporting sentence c. supporting sentence |
These sentences support, expand or explain the point made in the topic sentence |
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Restatement or summary of the main points made in the body paragraphs and a final comment (if appropriate) |
The assessment itself is an analysis of the life story interview based on the themes of the subject, not a straight recounting of the interview. That is, you won’t just write up what was said in the interview in the order of the Life Story Interview Protocol questions. Instead you will analyse the interview in relation to the three questions in the assessment description, which link to our three subject themes.
When organizing your life story interview analysis, you might choose a thematic or chronological approach to organising the story. Here are two examples of outlines using each of these approaches. This is just a suggested guide to help you think about developing your own outline, and there are other ways that you might chose to organise your assessment.
Example: Chronological organisation
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Introduction |
· Provide an overview of your paper, including what you will generally cover and a ‘hook’ to grab your reader’s interest · Introduce your reader to the person whom you interviewed, giving a brief description and identifying why you selected this person. Describe where and when the interview occurred and anything relevant about the interview experience (this is your description of your research methods). |
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Body paragraphs |
1. Childhood – important contexts, relationships and identity 2. Childhood – important contexts, relationships and identity 3. Adolescence- Childhood – important contexts, relationships and identity 4. Adolescence – important contexts, relationships and identity 5. Young adulthood– important contexts, relationships and identity 6. Young adulthood– important contexts, relationships and identity 7. Middle adulthood– important contexts, relationships and identity 8. Middle adulthood – important contexts, relationships and identity |
Note that if you use the chronological format, you may discuss and cite the same theory in more than one part of the paper—for example, you might discuss attachment theory when talking about the person’s experience with his/her parents, and then again with regards to the relationship with his/her partner and own children |
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Conclusion |
· Restatement or summary of the main points made in the body paragraphs · Your own observations/insights from the experience. |
Example: Thematic organisation
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Introduction |
· Provide an overview of your paper, including what you will generally cover and a ‘hook’ to grab your reader’s interest · Introduce your reader to the person whom you interviewed, giving a brief description and identifying why you selected this person. Describe where and when the interview occurred and anything relevant about the interview experience (this is your description of your research methods). |
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Body paragraphs |
1. Important contexts 2. Important contexts 3. Important relationships 4. Important relationships 5. Important relationships 6. Important identities 7. Important identities 8. Important identities |
Note that if you use the thematic format, you may discuss a theory and how it has relevance in the person’s life at different points in the lifespan—for example, you might discuss how the secure attachment the person seemed to have with his/her parents was mirrored by a secure attachment with his/her children, and connect that to theory and readings. |
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Conclusion |
· Restatement or summary of the main points made in the body paragraphs · Your own observations/insights from the experience. |
NOTE: If you need additional support writing your assessment, please check out the resources available through UOW UniLearning, visit the Library (M-F 10am-4pm) to seek help from Peer Academic Coaches, or make an appointment with the Learning Coop (4221 3977).
Learning Development, Information for Students: http://www.uow.edu.au/student/services/ld/students/index.html
UOW UniLearning: https://unilearning.uow.edu.au
UOW Learning Co-Op:
http://www.uow.edu.au/student/services/learning-coop/index.html
