This work presents a content analysis of an online discussion forum accompanying a face-to-face introductory physics course. Content analysis is a quantitative method for analyzing text that uses a coding scheme to gain insight into student discussions. We explore the effects of "anchor" tasks, small weekly activities to help students engage with each other. The goal of this analysis was to examine how the distributions of codes are impacted by anchor versus non-anchor tasks, and different types of anchors. The result of this work was that the coding scheme was able to detect some differences between anchor and non-anchor threads, but further work should be done to observe behaviors that would require a more in-depth analysis of the text. This research is significant for physics education research (PER) because there is little PER using content analysis or studying online talk. This is a step towards identifying patterns in conversations between physics students and the tools that may help them have on topic conversations essential for their learning. Identifying such tools can aid instructors in creating effective online learning environments, and this project introduces "anchor" tasks as instructor tools for building a learning community.