Box 2.

Writing the storyline.

Baldwin42 describes in her GT study how ‘the process of writing the storyline allowed in-depth descriptions of the categories, and discussion of how the categories of (i) creating a context for learning, (ii) creating a context for authentic rehearsal and (iii) mirroring identity fit together to form the final theory: reconciling professional identity’ (pp. 125–126). ‘The use of storyline as part of the finalisation of the theory from the data ensured that the final theory was grounded in the data’ (p. 201). In Chamberlain-Salaun35 GT study, writing the storyline enabled the identification of ‘gaps in the developing theory and to clarify categories and concepts. To address the gaps the researcher iteratively returned to the data and to the field and refine the storyline. Once the storyline was developed raw data was incorporated to support the story in much the same way as dialogue is included in a storybook or novel’.35