Ask for help if you need it!
Your own deep reading and analysis works well in step 2 of the Quick Transcript Review Method, if you know the topic of the class, or if you heard the lecture "live" or via a recording. But if you don't know the subject area, you may well not know what's a fact or not, what's clearly-worded or not, etc. Or maybe the information in the transcript seems to jump all over the place. Is that because of the service provider, or did the class/instructor jump around?
Here are some ways to solve those mysteries:
a. Ask an "expert" in the topic to read the transcript and note any fact errors or poor wording clarity. Ask the instructor to recommend someone in the class who really understands the class information. Or get notes from a class notetaker. Those can be used for fact checking, and to indicate if any gaps in the flow are from the service provider or from the professor.
b. To see if gaps are due to the professor's style or the service provider's abilities, get a transcript from that same service provider for a different course or different teacher. It would be unusual for different instructors to have the same "gappy" style.
c. To help explain "gaps", look for notations of silent activities (e.g., [Class working quietly.]). If there are no notations of silent activity, it means either that the service provider did not note them (but should have), or that the class was active, but the service provider missed information and had gaps in the flow.
d. Another rule of thumb is that a meaning-for-meaning transcript is typically about 8-10 pages for an hour class. If a particular transcript is a lot less than that, or if a particular service provider often has much shorter transcripts from all her classes, you should probably be concerned.
Next time we'll talk about the final step of the Quick Transcript Review Method: following up with the transcriber.
-- Judy
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