Using Grounded Theory Methodology in Writing

Grounded theory was created by Glaser and Strauss as a method that would allow sociology researchers to move from data to theory. Researchers used this method when conducting research on student writing in a sociology department. Migliaccio and Melzer offer a brief explanation of grounded theory and an example of how they used this methodology in a writing assessment activity for sociology students.

The example discussed in this paper shed some light but not enough light in my opinion on how to use the grounded theory methodology. Professors at a large university inside the sociology department chose random students to assess their writings based off a rubric. I questioned if the rubrics that students were graded off of were provided to them before hand. To judge a students writing with criteria unknown to them is unfair and could possibly compromise the researcher’s findings. I also questioned which type of rubrics were used, who created them and how was the different categories ranked and/or weighed. The basic outline of the grounding theory sounds helpful, especially when it comes to topics such as student writings. My research topic is centered Ebonics. I could possibly use the grounding theory to asses how the use Ebonics affect the academic writings of African American students specifically in middle school. The last section giving advice on using grounding theory was helpful and I can envision how to use this theory with my research question.

• Sample: I would take a random sample of students writing. However I’m not sure if the samples should come from students in different grades, the same grades, different classes or the same classes.
• Be interactive: Be active in the process of assessing the papers.
• Code: Look for patterns and concepts that are being identified. For example, maybe using Ebonics allow students to express themselves better in an expository paper rather than an analytical paper. Or maybe students are better at explaining concepts in different terms and finding and explaining hidden messages or meanings.
• Memo: Describe the “codes” that were found.
• Design: Create a rubric. I think the rubric should be shared with the students as well.
• Re-evaluate: Look at the research over and over again. Maybe I need to broaden or shrink my sample selections or change the rubrics I may have been using.
• Be Flexible: Be open to any changes that may approach during the research.

I liked this article as well as the grounding theory. I though this theory would be difficult to understand but it wasn’t too complicated.