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88 V Braun and V Clarke

meanings are created, rather than simply a ing and interpretative skills needed to ana-
mechanical act of putting spoken sounds on lyse the data (Lapadat and Lindsay, 1999). If
paper (Lapadat and Lindsay, 1999). your data have already been, or will be,
Various conventions exist for transforming transcribed for you, it is important that you
spoken texts into written texts (see Edwards spend more time familiarising yourself with
and Lampert, 1993; Lapadat and Lindsay, the data, and also check the transcripts back
1999). Some systems of transcription have against the original audio recordings for
been developed for specific forms of analysis ‘accuracy’ (as should always be done).
/ such as the ‘Jefferson’ system for CA (see
Atkinson and Heritage, 1984; Hutchby and Phase 2: generating initial codes
Wooffitt, 1998). However, thematic analysis, Phase 2 begins when you have read and
even constructionist thematic analysis, does familiarized yourself with the data, and have
not require the same level of detail in the generated an initial list of ideas about what
transcript as conversation, discourse or even is in the data and what is interesting about
narrative analysis. As there is no one way to them. This phase then involves the produc-
conduct thematic analysis, there is no one set tion of initial codes from the data. Codes
of guidelines to follow when producing a identify a feature of the data (semantic
transcript. However, at a minimum it re- content or latent) that appears interesting
quires a rigorous and thorough ‘ortho- to the analyst, and refer to ‘the most basic
graphic’ transcript / a ‘verbatim’ account of segment, or element, of the raw data or
all verbal (and sometimes nonverbal / eg, information that can be assessed in a mean-
8
coughs) utterances. What is important is ingful way regarding the phenomenon’
that the transcript retains the information (Boyatzis, 1998: 63). See Figure 1 for an
you need, from the verbal account, and in a example of codes applied to a short segment
way which is ‘true’ to its original nature (eg, of data. The process of coding is part of
punctuation added can alter the meaning of analysis (Miles and Huberman, 1994), as you
data / for example ‘I hate it, you know. I do’ are organising your data into meaningful
versus ‘I hate it. You know I do’, Poland, groups (Tuckett, 2005). However, your
2002: 632), and that the transcription con- coded data differ from the units of analysis
vention is practically suited to the purpose of (your themes), which are (often) broader.
analysis (Edwards, 1993). Your themes, which you start to develop in
As we have noted, the time spent in the next phase, are where the interpretative
transcription is not wasted, as it informs analysis of the data occurs, and in relation to
the early stages of analysis, and you will which arguments about the phenomenon
develop a far more thorough understanding being examined are made (Boyatzis, 1998).
of your data through having transcribed it. Coding will, to some extent, depend on
Furthermore, the close attention needed to whether the themes are more ‘data-driven’
transcribe data may facilitate the close read- or ‘theory-driven’ / in the former, the

Data extract Coded for
it's too much like hard work I mean how much paper have you got to sign 1. Talked about with partner
to change a flippin’ name no I I mean no I no we we have thought about it
((inaudible)) half heartedly and thought no no I jus- I can’t be bothered, 2. Too much hassle to change name
it’s too much like hard work. (Kate F07a)
Figure 1 Data extract, with codes applied (from Clarke et al., 2006)