This chapter takes a critical look at practical applications of the issues discussed in the previous chapters, in particular outputs from the pedagogic process (Chapter 2), such as the role of grammar in syllabuses, in rules of thumb, in classroom activities and exercises (criticising in particular the use of mechanical exercises and the value of gap-filling exercises), in techniques of error correction, and in grammatical tests of various types. It finds many problematic areas, which often originate from an imperfect knowledge of English grammar. It also argues for a more motivating, innovative attitude to classroom activities and includes some examples of this.

We explain, and illustrate with examples drawn from our own work, how interpretive researchers analyse comparative data. We argue that a comparative project compounds the uncertainty, confusion and paralysis that can set in when confronted with a 'mountain' of qualitative data. We argue it is not possible to 'somehow capture' this full complexity. We outline and defend the need for a consciously impressionistic orientation to data analysis. Rather than searching for a ‘Eureka!’ moment that confirms or refutes a narrow theory (in naturalist mode) or makes sense of the whole picture (in idiographic mode), a comparative focus on dilemmas enables the use of a kaleidoscope of different analytical lenses and tools to explore complex specificness in context. We outline rules of thumb for helping along the way.

We outline the place of fieldwork in comparative interpretive research. Detailed qualitative fieldwork is central to most interpretive research, but practical guidance on how to navigate the field remains rooted to the idiographic tradition. The presumption is one of sustained immersion in a discrete setting. Interpretive comparison, however, necessarily requires partial immersion across multiple sites in shorter, more interrupted bursts. We call this yo-yoing. Crucially, the researcher must be alert to the surprises and moments of epiphany that can challenge initial assumptions and open new possibilities. We seek here to develop and illustrate key ‘rules of thumb’ that will enable researchers to manage the challenges and maximise the opportunities.

We look at the craft of writing. Although we discuss the challenges of writing that confront all social scientists, we focus on the dilemmas of writing up comparative interpretive research – dilemmas which we confront because we speak to a broader range of audiences. In doing so, we highlight the importance of seeing writing as integral to the research process, not something that starts once the research is done. We identify the rules of thumb for writing both linear and evocative narratives and discuss the dilemmas encountered in both approaches.

We look at how to design a comparative interpretive project and tackle the perennial case selection question. The problem here is one of justifying unorthodox comparison: a lot has been written on comparative case selection from a naturalist perspective, but this language is often an uncomfortable fit for interpretive projects. We argue that case selection is not something that is designed into a project from inception. For interpretive research, it changes as we go. We therefore suggest different strategies of case selection for different phases of a comparative interpretive project. We identify rules of thumb to guide design choices as the project or programme evolves.