Psychology : Thematic Analysis

M00685012 'Summative assessment1 thematic analysis

of secondary data' by Aarzoo Arora

Submission dat e : 14 - Dec- 2018 09:4 2AM (UT C+0000) Submission ID: 97 325004 File name : M00685012_Summative_assessment1_thematic_analysis_o f _seco ndary_data_884 916_17 7 89897 61.do cx Word count : 1831 Charact e r count : 10206

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Not enough int erpret at ion 11

29% SIMILARIT Y INDEX

23% INT ERNET SOURCES

5% PUBLICAT IONS

9% ST UDENT PAPERS

1 9% 2 4% 3 4%

4 4% 5 2% 6 1% 7 1% 8 1%

M00685012 'Summative assessment1 thematic analysis of secondary data' ORIGINALITY REPORT

PRIMARY SOURCES

www.verahouse.org Int ernet Source

projects.34st.com Int ernet Source

Hannah Fawcett, Lalita Shrestha. "Blogging about sexual assault: a thematic analysis", The Journal of Forensic Practice, 2016 Publicat ion

issuu.com Int ernet Source

Submitted to Sequoyah High School St udent Paper

verahouse.designworksclient.com Int ernet Source

Submitted to Widener University St udent Paper

blogs.uwe.ac.uk Int ernet Source

9 1% 10 1% 11 <1% 12 <1% 13 <1%

Exclude quo tes Of f

Exclude biblio graphy Of f

Exclude matches Of f

Submitted to Marquette University St udent Paper

Submitted to City Colleges of Chicago St udent Paper

Submitted to Dawson College St udent Paper

jvraf ricagroup.co.za Int ernet Source

Journal of Forensic Practice, Volume 18, Issue 1 (2016) Publicat ion

FINAL GRADE

64/100 M00685012 'Summative assessment1 thematic analysis of secondary data' GRADEMARK REPORT

GENERAL COMMENTS

Instructor

PAGE 1

PAGE 2

Comment 1

Go o d, but what were these key wo rds?

Comment 2

All blo gs o n this to pic o n the internet? T his is no t clear.

Comment 3

Use UK spelling, no t US spelling.

Comment 4

T his sho uld be bro ken up into several paragraphs, writing o nly o ne po int per paragraph.

Lo ng paragraphs like these makes it dif f icult to read.

Comment 5

Evidence to suppo rt these claims?

Comment 6

T his is deperso nalisatio n. Students were specif ically to ld no t to do this, bo th verbally and in the

QM

written guidelines f o r this piece o f wo rk.

Comment 7

Go o d descriptio n o f the analytical steps.

PAGE 3

Comment 8

Do n't use bullet po ints in a repo rt. T his sho uld have been written into a sentence.

Comment 9

T hese three sub- themes o verlap with each o ther. T hemes and sub- themes sho uld be mutually exclusive f ro m each o ther.

PAGE 4

Comment 10

T hey are no t blo ggers here, they are participants and sho uld be ref erred to as such.

PAGE 5

PAGE 6

Not enough interpretation Interesting f indings; ho wever, to o much descriptio n and no t eno ugh interpretatio n. Additional Comment

Altho ugh it was go o d to see that yo ur descriptio ns were gro unded in the data and no 'wild' claims were made.

Comment 11

It wo uld have been go o d to have discussed each sub- theme in turn, pro viding interpretatio ns as well as descriptio ns and quo tes.

PAGE 7

RUBRIC: PSY40 12 TA GRADING RUBRIC

COVERAGE

DIST INCT ION (1- 4)

MERIT (5- 8)

PASS (9- 12)

PASS (13- 16)

MARGINAL FAIL (17- 18)

FAIL (19)

ACCURACY

DIST INCT ION (1- 4)

MERIT (5- 8)

PASS (9- 12)

PASS (13- 16)

MARGINAL FAIL (17- 18)

FAIL (19)

RELEVANCE

DIST INCT ION (1- 4)

MERIT (5- 8)

PASS (9- 12)

PASS (13- 16)

MARGINAL FAIL (17- 18)

FAIL (19)

CLARIT Y

Merit (5- 8)

Co verage o f assignment requirements

Co vers all aspects o f the assignment brief .

Co vers mo st aspects o f the assignment brief .

May no t address so me majo r aspects o f the assignment brief .

Fails to address a number o f majo r aspects o f the assignment brief .

Addresses relatively f ew o f the majo r aspects o f the assignment brief . May be to o sho rt.

Addresses no ne o f the majo r aspects o f the assignment brief . May be to o sho rt.

Pass (9- 12)

Accuracy o f metho d and f indings

All the metho d and f indings are accurate.

T here are no majo r f actual erro rs in the metho d and f indings.

T here may be so me mino r f actual erro rs in the metho d and f indings.

T here may be so me majo r f actual erro rs in the metho d and f indings.

T here may be many majo r f actual erro rs in the metho d and f indings.

Little o r no f actual accuracy.

Merit (5- 8)

All the material is directly relevant.

Almo st all the material is directly relevant.

So me o f the material may no t be directly relevant.

Much o f the material may no t be directly relevant.

Little o f the material is directly relevant.

Answers a to tally dif f erent questio n to that set.

Merit (5- 8)

Clarity o f expressio n

DIST INCT ION (1- 4)

MERIT (5- 8)

PASS (9- 12)

PASS (13- 16)

MARGINAL FAIL (17- 18)

FAIL (19)

ORGANISAT ION

DIST INCT ION (1- 4)

MERIT (5- 8)

PASS (9- 12)

PASS (13- 16)

MARGINAL FAIL (17- 18)

FAIL (19)

REFERENCING

DIST INCT ION (1- 4)

MERIT (5- 8)

PASS (9- 12)

PASS (13- 16)

MARGINAL FAIL (17- 18)

FAIL (19)

All po ints expressed clearly and succinctly.

Mo st po ints expressed clearly and succinctly.

So me po ints may no t be expressed clearly.

No t always clear what was intended.

Of ten dif f icult to discern what was intended.

Hardly ever po ssible to discern what was intended.

Merit (5- 8)

Excellent o rganisatio n o f the material.

Very clear o rganisatio n o f material.

Clear o rganisatio n o f material.

So me o rganisatio n o f the material.

Little structure apparent.

No structure apparent.

Merit (5- 8)

Co rrect and an exact match.

T here are no majo r f actual erro rs.

T here may be so me mino r f actual erro r.

T here may be so me majo r f actual erro rs.

T here may be many majo r f actual erro rs.

Little o r no f actual accuracy.