A. The time: The event takes place on a Wednesday afternoon, at lunch
time.
B. The Participants:
Mom (Steven and Sharon's mother)
Steven and Sharon John (Sharon's husband)
Mrs. M (John's mother)
Maile (John and Sharon's daughter € age 4)
II. Notes on the Transcription.
The transcription format used reconstructs as accurately as possible the
sequential relationships among the items of talk. As the reader moves
down the page, the next item of talk encountered is the next item of talk
actually spoken. The columns represent the various participants, and
every tenth line of talk is numbered in red at the left of the page,
Typewriter half-spaces are us d to indicate places where one person speaks
before the other is finished. Notations in brackets "/ /" are notes on
the transcription, or "stage directions," while notations in parentheses
"( )" are either subjective interpretations of the transcriber, or are
notes on affective responses. Places where "x x x" occur are portions of
talk which were unintelligible. The page numbers appear in the
upper-right corner of each page. It must be remembered that the
transcription and tape recording represent only a small fraction of the
actual "display" of My Talk, and it cannot possibly reconstruct the actual
event. However, the transcription and tape recording, examined in
conjunction with the following objective analysis, provides a much more
scientific description of the event than could be obtained by a simple
reporting of the event.
III. The Functional Analysis of My Talk.
My analysis of my talk will follow a reverse sequence of Professor James'
"Hexagram of Talk," in that it will move from the "Display" (that which
shows in the transcription and tape recording) to "Topic,"
then "Argument," "Sequence," "Relationship," and end in a discussion of
the "Setting." Continual reference to transcription line numbers will be
made, so it is advisable to separate the analysis from the transcription
portion of the assignment when reading and analyzing this report. Each
step in the Hexagram is lettered alphabetically in the headings, and
subheadings that appear follow a standard outlining procedure so that the
interrelationships between the functional components can more easily
understood .
A. The display.
To get a feel for the pace and movement of the exchange of talk, play the
tape through at least twice before examining the transcription; and then
play the tape while following the transcription at least twice. This
allows the reader/listener a chance to get more of a total picture of the
talking event than if the data were examined in another manner. Finally,
read the analysis and compare it with the transcription and the portions
of the tape referenced in the transcription, and a clear picture of the
event will emerge, along with an understanding of the nature of the talk
and how it functions as a whole.
B. The Topics.
The diagram on the following page is constructed to show clearly not only
the sequential relationship of the topics talked about, but also the
spatial relationships present (embedding and juxtapositioning).
Completely enclosed blocks represent topics clearly initiated and
terminated, while blocks connected by "passage-ways" indicate that some
topical connection was present. Blocks within blocks are topics that were
initiated and terminated (embedded) during the time span of another topic.
The line numbers to the right of the block show the point of initiation of
the topic.
The topic diagram shows just how ordered the sequence of topics
really is, an order that is not so easily observed through examination of
the transcription, and even less apparent when listening to the tape. It
can be seen from the diagram that most of the topics that are initiated
out of the clear blue sky" are short-lived (short, embedded discussions),
while some topics serve as links to a long chain of related topics. For
example, the dog coming in leads to John's story of how he first
encountered our dog, which leads to a story about the dog where he works,
which leads to a story about his experience with a spider at work.
Similarly, the talk about the kids going out in the car leads to John's
story about taking the kids out the day before, which leads to Mom's story
about driving the kids (in a schoolbus) and getting into an accident.
This type of chaining gives the conversation a smooth flow, and encourages
each participant to branch off into topics of his choosing, while still
retaining a sense of consistency.
This chaining of topic is in fact, characteristic of most conversation in
general, for without it, talk would seem to be a random contribution of
ideas, rather than the dynamic interplay between people and ideas in a
common setting.
C. The Arguments.
Two arguments are presented in the transcription, both of which are unique
in the manner in which they are conducted and resolved. The first is the
exchange between John and Sharon in lines l through 10, and the second is
the simultaneous exchange between John and Sharon and Sharon and Maile in
lines 160 to 199, The moves made in the exchanges are explained on the
following page, and an analysis of them follows.
Argument #1- "Signing the Check.ä
1 S - (tells John how to sign check).
3 J - (gives Sharon "don't you think I know" look).
4 S - (explains why she told him how to sign).
10 J - (changes subject)...RESOLUTION
Argument #2 - Double exchange about "Money for the Car" and "Going out.ä
160 J - (Asks S. if $ can be used for car).
160 M - (Tells S. Mom said she can go).
163 S - to M. "No:"
164 S - to J, "I don't know.
166 M - (whines)
167 S - (tells M. to Shutup).
169 S - (Asks J. how much he needs).
171 J - (Says he's not sure what problem is) .
176 S - (Says she thought it was oil pump).
180 J - (Says he got a new pump).
183 S - Concedes; "Oh."
184 S - (Says 'find out what's wrong and what's needed). RESOLUTION #1
186 M - (makes imploring sound).
189 S - Angrily to M. (informs M. that she already said she could go).
190 S - (Tells M. to get off her leg).
193 M - (repeats 160 question).
196 S - (Asks Mom if M. can go).
198 Mom - (says ãYes.").
199 S - to M. "Okay." RESOLUTION #2
Arguments may end in one of two ways: resolved or unresolved. In these
cases, all of the arguments are resolved, but each in different ways.
When an argument ends in a concession by one party, that concession may be
expressed explicitly, implied, hidden, or denied completely. The last two
ways are not as obvious as the first two, but are nonetheless concessions.
An explicit concession, as in when a person says "I admit I made a
mistake," or "You're right," or something of that nature, does not occur
in either of the arguments above. Neither does a denial, which is when a
person makes a justification for ending the argument like "Well, I know
you don't know what you're talking about, so let's drop it!ä The first
argument ends in a hidden concession, which is accomplished by changing
the subject of conversation. This is an often used device, because it
appears
that the person changing the subject did not make a concession at all.
This is intrinsically tied to the idea that admitting error is a sign of
weakness; an idea which is culturally bound, in my opinion.
An impiled concession occurs in the second argument, and is communicated
by the tone of voice when Sharon says "Oh," The resolution follows when
Sharon says that John should find the problem and what is needed to fix
it; a somewhat neutral statement that takes the sting out of giving in.
Another way that an argument may be resolved is illustrated in the second
argument, Resolution #21 Seeking the authority of another party. Sharon
asks Mom if it's okay for Maile to go, Mom says 'yes,' and everyone's
happy. No justifications, no sting, no hurt. This is by far the simplest
way to resolve an argument, and possibly a reason why so many
encyclopedias and dictionaries are sold in the US, Everyone respects an
authority who is smarter than they are, and conceding to an authority is
far less painful than conceding to a peer.
D. Sequence.
Because of the format for the transcription, the sequence of talk can be
followed visually with relative ease. A number of adjacency-pairs are
listed on the following page, and are described as either necessary,
probable, delayed, or optional. These classifications mean that a
response, or group of responses in an exchange sequence were either
required to occur; likely to occur; likely to occur but not required
immediately; or not likely to occur, but were visibly related to the
preceding portion of the sequence,
1. Adjacency-pairs; probable condition.
ADJACENCY-PAIRS
Probable condition
10 J - (Asks if "I gotta sign it and print it - right?"),
12 St- (Says he doesn't have to) Sh - "I dunno:"
Delayed condition
275 St- to Mrs, M, "Did it work?"
278 St- ãDid,,.?"
280 St- "Did it work?"
281 St- ãDid it work over there?"
282 Mrs. M. - "I left there when that was going on."
282 Mom - ãNo, no. It hasn't worked anywhere.ä
Necessary condition
49 St- (asks if Mom got bologna).
53 Sh- (says Mom got cheese).
179 Mom- (Asks Steve if he has change).
182 St- (says it's all here).
222 St- (Asks Maile where she's going).
224 M - (tells Steve where she's going).
345 Sh- (Asks Steve if he bought cigarettes).
347 St- (Says he put them in the room).
Optional conditional
All remarks made by Mrs. M on page 2 and 3 of the transcription may be
considered as optional.
In line 10, John's question "right?" receives two responses; one from
Steven and one from Sharon, but neither is really required, John
constantly uses that "right?" in his speech. rarely requesting a response.
The fact that his question is answered by both Sharon and Steven shows that the
question was not really specific, but just asked to see if it would get
any response, He does this ãright?ä-type of question in lines 39, 85, and
209 also, and gets no response.
2. Adjacency-pairs; delayed condition.
In the exchange between Steven and Mrs. M (later to include Mom), in
lines 275 to 282, the question "Did it work?" Is not considered urgent
enough to evoke a response from Mrs. M until it is repeated for the
fourth time, at which time, it changes from the status of a question that
does not just have a chance of getting a response (probable condition),
but it becomes so necessary, that it is imperative, The result is that it
receives two responses; one from Mrs. M and one from Mom,
3. Adjacency-pairs; necessary condition.
These pairs have certain features that distinguish them from the other
pairs, and make for the necessary condition. In each pair, the person to
whom the question is asked is explicitly clear, that 18, they are direct
and directed questions, Also, they are questions whose answers can only be
obtained from the person asked,
4. Adjacency-pairs; optional condition,
Mrs, M 's interjections on page 2 and 3 of the transcription are all
obvious responses to John's speaking, but serve only as "reinforcers" to
his talking, similar to head-nodding in conversations, They do keep her as
an active participant in the conversation, but her remarks do not demand
attention because they are not asked for either explicitly or implicitly,
In fact, this mode of participation seems to be her primary mode used
throughout the speaking event.
E. Relationship.
The overall relationship among the various participants in this talk event
was one of a casual, relaxed feeling toward one another. Certain specific
role-types and role-pairs were observed in analyzing the talk. The primary
role types were; l). John - the "story-teller," 2). Mrs. M -
ãhead-nodding" affirmer, 3). Steven - joked around a lot, 4). Maile -
demanded attention constantly, 5), Sharon - authoritative, initiator of
conversation, and 6), Mom - easy-going authority figure.
Four major role-pairs emerged l). John and Steve - actively involved in
John's stories, 2). John and Mrs. M - talker - listener, 3). John and
Sharon - quarrelsome; and 4). Maile and Sharon - botherer and"botheree. n
F. Setting.
There were very few constraints placed by the setting on the amount or
type of talk conducted. Unlike any families that talk very little at the
table, this group had no reservations whatsoever, and the topics included
many things that some families would never permit to be discussed at the
tablel such as dogs eating fish-heads and "yucky" spiders crawling on
people. There was some topical tie-in to the setting when the discussions
of Food and Coffee came about, but it is not likely that there was any
cause-and-effect relationship there, except for the fact that coffee was
being drank.
IV. Conclusion
From this report, I can see that talk is not ,just something that simply
happens to people, but that it is a dynamic, ordered Drocess that follows
rules of structure and function in order for it to exist and work for us.
(i) 4:00 A.M.
(ii) Sleeping: 3 hours
(i) 6:55 A.M.
(i) 6:55 A.M. (ii) 1 min.; (iii) at home in bed; (iv) me; (v) the
alarm-radio sounds. With eyes closed I reach to turn off radio; (vi) I
open my eyes with 6:55 staring directly at my face. I lay back in bed, I
hear the pattering of rain outside my window. I pull my blanket up around
my neck, close my eyes and fall asleep.
(i) 6:56 A.M.
(ii) Sleeping: a little over 1 hour
(i) 8:09 A.M.
(i) 8:09 A.M. (ii) 4 min.; (iii) at home moving from bed to
bathroom; (iv) me; (v) my eyes open - it's 8:09; (vi) Boy, did I
over-sleep... I dash off to the bathroom, I quickly wash my face and brush
my teeth. (I had planned to wake up about 7:30.)
(i) 8:14 A.M. (ii) 7 min.; (iii) at home, seated on carpeted living
room floor before table; (iv) me; (v) my roommates are all asleep; (vi) I
am thinking about logging of daily round. It is relatively quiet except
for the buzz of the refrigerator and the rhythmic pat-pat-pat- outside the
living room window.
(i) 8:20 A.M. (ii) 23 min.; (iii) at home, in living room moving to
kitchen; (iv) me; (v) I turn on the stereo-radio to break the silence and
to drown the pat-?at-pat- of the rain. (vi) I hope the music isn't too
loud. I don't want to wake anyone. I move to the kitchen and put on a full
pot of coffee (which makes nine cups).
(i) 8:42 A.M. (ii) 26 min.; (iii) at home, in bedroom;
(iv) me; (v) I look out my bedroom window. The sky is
filled with dark clouds; it is still raining quite heavily;
(vi) What shall I wear to class? Will it be raining on
campus? Should I wear shorts or something warm? I choose
to wear my faded jeans, a yellow T-shirt and my navy-blue
hooded sweatjacket. Note: I have tennis class at 9:30
when it's fair weather we meet on the courts; when it's
raining hard we meet in the classroom.
(i) 9:10 A.M. (ii) 21 min.; (iii) in my car headed east on the
freeway; (iv) me; (v) The rain is pouring hard. (vi) My vision through the
windshield is obliterated by the oncoming sheets of rain. I can hardly
make out the lines on the road. Funny, how all the cars ahead are
sticking to their lanes with great precision. The pace of the moving cars
doesn't seem to be slower despite the rain. I am somewhat
uncomfortable/afraid of the speed at which I move. The windshield wiper
on my side (driver's) needs to be repaired. The rubber part has torn half
off. I've been meaning to repair it; now look what I've gotten myself
into! I wish I was home in my bed.
(i) 1:14 P.M. (ii) 11 min.; (iii) walking from parking structure to
St. John's (upper campus); (iv) me and Judy; (v) It's drizzling; (vi) Judy
and I trek up campus. Near the pigeon cages our paths diverge. I look at
the time on my watch: 1:16; I've got 14 minutes to get to my Japanese
Literature class.
(i) 1:26 P.M. (ii) 3 min.; (iii) sitting in the third row from the
front; (iv) me; (v) sitting and focusing my mind; (vi) on Professor
Araki's lecture; listen and take notes.
(i) 2:20 P.M. (ii) 3 min.; (iii) walking from St. John's to Moore
Hall (which is just across the road); (iv) me; (v) walking; (vi) with
umbrella in hand as wind lashes rain
against my umbrella. I am having a hard time trying to
keep the umbrella in one place, namely over my head. Cars
drive by. Why don't they have the decency to stop and
allow me to cross rather than make me wait in the wind and
rain and cold...
(i) 2:24 P.M. (ii) 56 min.; (iii) sitting in Moore Hall room 111
second row from the back of the room; (iv) me; (v) listening and noting of
Linguistic lecture; (vi) My mind keeps running off to my broken windshield
and my logging "trip".
(i) 3:21 P.M. (ii) 17 min.; (iii) walking from Moore Hall to the
parking structure; (iv) me; (v) It's raining; I am walking back to the
car, trekking through mud-puddles and dodging hideous ponds.
(i) 3:38 P.M. (ii) 20 min.; (iii) in Judy's car; (iv) me and Judy;
(v) I embark into Judy's car and I apologize for being late (later than
usual). (vi) We decide to go directly to Holiday Mart to purchase new
windshield wiper blades. The radio is on as we traverse along. Judy
regresses about her class and in turn I do likewise.
(i) 3:58 P.M. (ii) 36 min.; (iii) Holiday Mart, in the automotive
department; (iv) me, Judy and sales clerk (v) upon reaching the automotive
department; (vi) Judy and I decide to comb different counters (shelves) in
search of windshield wiper blades. My search is interrupted by a somewhat
familiar sales clerk. The sales clerk interjects, "May I help you?" I
turn to face him and he says, "I know you, don't I?" I respond, "Yes,
we've met .." I can't remember his name though I remember his face. I
explain to him what I need and he suggests that I should go to Ala Moana
Volkswagen to get the windshield wiper blades as they do not carry what I
need. Judy is standing nearby contemplating the transaction. I thank him
and bid farewell.
(i) 4:35 P.M. (ii) 11 min.; (iii) in Judy's car; (iv) me
and Judy; (v) Judy and I are on our way to Ala Moana
Volkswagen. (vi) The radio is on; we talk about the sales
clerk---how long it's been since we last met him, wonder
ing whether he had a girlfriend or not, etc.
(i) 4:46 P.M. (ii) 10 min.; (iii) in automotive parts department of
Ala Moana Volkswagen; (iv) me; (v) Judy remains in the car. I enter the
automotive department; (vi) I approach the sales clerk behind the counter
and inform him of my windshield wiper dilemma. He asks for details---make
and model of car. He disappears into the back room and returns with two
wiper blades. He fills out a sales slip and tells me to pay the cashier.
I glance at the amount---"What $7.80 for two measily rubber strips"
(internally said)
(i) 4:56 P.M. (ii) 13 min.; (iii) in Judy's car, heading home; (iv)
me and Judy; (v) I am complaining to Judy (vi) about the "outrageous"
price I had to pay for the windshield wiper blades. Judy jokingly
consoles me with, "Just think, you could have gotten (no) of (items) just
for $7.80."--lines.
A#3: My Daily Round Setting
B. MICRODESCRIPTIONS OF SENSORY OBSERVATIONS
(ii) Stretchings and Exercises
"I am standing in the living room, having been removed from my bed by the
sounding of my alarm clock (after a restful six hours' night's sleep). I
am moving towards the kitchen and feel some tension in my neck and
shoulder muscles. I rhythmically move my head forward and backward
several times with my eyes closed and feeling relaxed; I hear and feel a
"crick" at the lower portion of the back of my neck. I stretch out my
arms as far as I can over my head. I feel the muscles in my arms, the
muscles along both sides of my body tighten and pull. Concurrent with
this stretching action is movement with my mouth, as I drop my jaw, round
my lips and let out a deep "yawn". My eyes tear; there is a thunder-like
vibration in my ear; my lower jaw quivers. I slowly drop my arms to my
side. I shrug my shoulder. I feel relaxed, my body feels relaxed."
B. MICRODESCRIPTIONS OF SENSORY OBSERVATIONS
(iii) Blushing
"I am about to disembark from the elevator on the third floor of Moore
Hall. As the door of the elevator opens, I see a man on crutches moving
towards this elevator. I step in the doorway and place my free left hand
on the side of the door while holding my books in my right. The man steps
into the doorway with a smile. As he is about to take another step into
the elevator, the doors begin to close. I cannot hold the door back; the
man and I are pressed between the doors. The man manages to push the
doors open again with his crutches. The man enters the elevator laughing
and I step out of the elevator blushing as I turn to watch him descend
behind the doors. I feel my cheeks warming; warmth settles around the
back of my ears and neck. My eyes move rapidly from side to side as I try
to avoid direct eye contact with the man. The heat sensation settles
along the side of my face and forehead. I feel flushed as I can hear the
laughter, yet. I smile 'cooly'; the man remarks as the doors begin to
close, 'Thanks, anyway' with a grin from ear to ear.
C. INVENTORIES OF OWNERSHIP
(ii) Documents and Mementos
b) Personal-Biographical
"Looking in my room, I find a lot of stuff. There are a
lot of things which I think don't even belong in my room. Maybe
as I do my list of things which go into this category, I can clean
up here a little. This is a list of things I feel belong in this
category:
1. First, I look on my bookshelf. I find many things which fit in this
category:
a. A second place trophy I won in a girls' judo tournament in 1969. It
was quite a while back, but it holds a lot of memories for me.
b. Pictures of some of my friends from high school. There are about 30
pictures. As I look at them, I wonder how they are and what they're doing
now.
c. My high school yearbook for the years 1971-1973. Sometimes I look back
and see who wrote in it and what they wrote
d. On my graduation cake there was a cap and a diploma I kept those to
remember my graduation party.
2. The next place I looked was on my walls. There are the things I
found:
a. Flags and posters of places I've been to, such as Disneyland, Knott's
Berry Farm, Niagara Falls, Japanese Deer Village, Magic Mountain,
Missouri.
b. There is a poster which was given to me as a gift from the Foundation
for the Junior Blind.
3. After looking on my walls, I next looked at my bedroom door. It's
filled with memories for me. It's sort of like a scrapbook in itself.
a. Souvenirs of places I've been to such as Missouri, Ohio, Michigan,
California.
b. A pompom from a homecoming game in high school.
c. Favor from a banquet in high school.
d. My name tag that I had while with the Junior Blind.
e. My old judo club patch.
f. High school banner.
g. A lei my grandmother made for me for my graduation.
h. A kukui nut lei my judo instructor made and gave to me when I got my
black belt.
After finishing the inventory of the door, I went to my
desk and looked through it.
a. An album with pictures of me when I was born and on until I was 12.
The pictures of me when I was 12 and on are in my parent's room.
b. A scrapbook with letters from my boyfriend. Also has pictures in it.
I look through it a lot since he's not here.
c. There is a ceramic snail I got for Christmas from a friend.
d. Two stuffed animals. Its two mice hugging each other. I got it from
my boyfriend for Valentine's Day.
e. 4 pictures.
f. A lamp which was made for me by a friend.
g. A little vase with straw flowers in it. It was to me from a friend
for Christmas."
C. INVENTORIES OF OWNERSHIP
(iii) Personal Effects: Selected Inventories
a) Purse/Wallet
"I look first through my wallet. These are the things I
1. Money - $23 in bills and $1.28 in change
2. My license
3. My social security card
4. Americlub card
5. Picture - boyfriend, friends
6. Stamps
7. Phillips charge card
8. Bills
9. Receipts of purchase
10. UH ID card
11. Bandage
12. A card certifying that I can operate the AV equipment
Next, I look through my purse.
1. Kleenex tissue
2. Brush
3. Pen/pencil
4. Scissors
5. Keys - for car and house
6. Matches
7. Cigarette and lighter
8, Scratch paper
A#4: My Standardized Imaginings
A. INTERIOR DIALOGUE
(i) Overlays of Comments to Self
"I am sitting at my desk examining my checkbook and notice that I have not
recorded the figures for four previous checks. I am trying to recall to
whom and for what amount I made out the checks to. I can't remember a
single item with the utmost certainty. I guess I'll have to wait for my
bank statement before I'll ever know. See what happens to people who
procrastinate. Perhaps I deserve the inconvenience of having to wait.
"I am standing on the bathroom scale weighing myself. I note that I am
three pounds heavier (111 pounds) than what I noted previously when
stepping on the scale three days ago. Wow! I better watch my weight and
eating habits. By my calculations (if I continue to eat as much as I have
been during the past three days), I'll be twenty-five pounds heavier in
the next twenty-five days. I think I'11 starve myself today and cut down
on dinner
(iii) Preparing Schedules
"I have a lot of work to do this month. As I look at my calendar, I see
that I have papers due next week and an exam the following Monday. If I
want to finish the papers and go out the weekend before the paper is due,
I have to do the paper before that weekend comes. That way I can go out
Friday and Saturday night. Then I can study for the exam at work during
lunch and Sunday night. I might go to the library to study. I wonder if
my girlfriend would like to go to the library with me? I better make a
note on my calendar to call her up."
(iv) Reviewing/Making Plans and Lists
"I am standing in the middle of my bedroom gazing about my room, hoping
that my seeing something will trigger a recall for something I need. I am
preparing a list of items to purchase I am going to Ala Moana Shopping
Center tomorrow after class. So far my list includes: facial tissue,
toothpaste, Wilson Tennis balls (from Long's Drugs---on sale), nylon
stockings,--
I gaze at my dresser and I remember I've been meaning to buy sachets for
my dresser drawers (as the contents within are beginning to take on the
odor of the wood) I add 'sachet' to my list.
I gaze at my shelf and notice my pack of typing paper; I recall that I
have only about six sheets of paper left. I add 'typing paper' to my
list.
I feel like I'm missing something very important, yet I do not feel like
furthering the search."
A. INTERIOR DIALOGUE
(viii) Unmentionables Within the Relationship
"I'm talking to my mother in the living room at home. We've been talking
about a lot of stuff that I'd never talk to my father about. I feel like
asking her something which no one knows about except my close friend. I
know my father would get really mad at me. Especially since I'm his girl.
But I find I can't ask my mom about it either. Am I afraid of what she
might say? I remember I asked her once, 'What if I wanted to get out of
the house? Would you let me go?' She answered that she would. 'But
would you let me come back if I wanted to come back home?' She said,
'Yes.' But I find I can't ask her again. This time it's true. I want to
move out. But I'm scared for some reason. I just can't tell her right
now.
B. FEELING ARGUMENTS
(ii) Making Resolutions
"I am sitting in my Japanese Literature class. The class is relatively
quiet except for the sound of Professor Araki's voice. Out of the
silence, I hear a 'growl'---it is my stomach 'talking'. I am embarrassed
as I sense that the girl sitting next to me heard my stomach. Why me?!
Boy, oh, boy, I should have had something to eat before I came to class.
So stupid! I'll never attend class again on an empty stomach."
C. FANTASY/DAYDREAM EPISODES
(ii) Construction of Catharsis Stories
"I'm sitting up in bed, trying to get over the dream I just had. I felt
myself falling. I heard myself crying and screaming. I suddenly get up
and I feel so relieved that it was only a dream and not true. I'm afraid
to go back to sleep."
"I sit in bed. My mind is traveling around. I see a dog. He's chasing
after me! I've got to run! He's foaming at the mouth. Does he have
rabies? I hope not. What if he bites me? -- Thank goodness, my nom calls
me to eat dinner. I snap out of that one fast!"
(iv) Working out Alternative Realities
"I'm sitting in the library reading my Statistics book. It's very quiet.
I feel tired. My eyes feel heavy and my body is relaxed. I amaze myself.
I read my book and turn the pages, but I don't realize that I am reading.
I find myself talking to someone, but I don't know who it is. Then I snap
out of my 'halfsleep' state. It's my girlfriend!"
C. FANTASY/DAYDREAM EPISODES
(iv) Working out Alternative Realities
"I am riding on a bicycle back at home (on Maui---on the farm). The sun
is shining---not a cloud in the sky. The birds are flying overhead. I am
coasting down our driveway en route to pick up our mail. I reflect upon
the reality that I am able to balance on this two-wheeled vehicle without
thinking or not much control. I am watching the birds fly overhead. I
feel like I am one with the birds. I can fly! The world sweeps by me. I
am with the birds, yet I am seated on a bicycle. I feel excitement and
freedom. I find myself turning and braking as I approach the mailbox."
D. THE ELEVATED REGISTER
(i) Praying/Invocations
"I am standing before the grave of my deceased grandmother
chanting/praying with palms pressed together. The chant/prayer consists
of a repetition of ;Namu Amida Butsu'---seven times. I am not, as I
reflect, certain of the meaning or reason for this ritual. I feel that I
am paying respects to a 'grand' person as I can recall; my grandmother
deserves my respect and honor."
(iii) Meditations/Readings of Scriptures
"I feel alone without my boyfriend here with me. I take out this mini
Bible with the new Testament. I read First Corinthians paragraph 13. It
eases my mind a little and relaxes me."
E. ROUTINE CONCERNS: SELECTED INVENTORIES
(i) Privacy
(b) from the NOSE of particular Others
"I am sitting in my 1:30 class, after having hastened from
the parking structure to Moore Hall in the hot afternoon sun. I
feel hot and uncomfortable; my back is wet---my blouse is clinging
to my back; I can feel wetness under my arms. Boy, I hope the
person (a guy) sitting next to me doesn't smell my B.O.I I must
smell awful I wonder if he can smell my B.O.?I Maybe he has a
cold and his nose or nasal passage is congested..."
(i) (c) from the EARS of particular Others
"I had a very filling lunch. I decide to go to the library and do some
studying. I feel a pressure coming inside of me. I look around and see
if there is anyone sitting next to me or behind me There is someone
sitting in the carrel to my right. I try to hold my burp in but I can't.
Burp! I check if she heard. She doesn't seem to be annoyed or
interrupted by anything. I guess I'm safe.
A #5: My Community of Relationships
A. NOTICING OBSERVATIONS
(ii) Relationship Events
(a) Noticeables About People You Know (physical appearance, mood, etc.)
(1) Disoccasioned Mentionables
"Susie, one of my roommates, is talking to me about a problem she is
having with her term paper. As she notes facts on a piece of paper, I
notice a silver bracelet on her right wrist. I feel like commenting on
the 'charming' bracelet as I have never seen her wear it before. It is an
attractive bracelet. She keeps on explaining her problem and I don't want
to interrupt her."
(iii) Auditory Pickings-up
(b) Sounds, Noises, etc.
"It's 10:30 at night as I sit in my room and do some homework. I stop for
a while to rest my mind and stretch. I squint my eyes and close them for
a while. I can hear so many different sounds. In the background, I hear
my mom and my sister talking with the television on. I listen a little
more and I can hear my dog's toenails tapping on the floor as he walks
around. Outside I can hear the wind blowing through the trees and bushes,
rustling the leaves around."
B. DESCRIPTION OF TRANSACTIONS
(iii) Having an Argument
"My sister and I don't fight very often, but when we do, it gets pretty
loud, but never violent. This one time we were having a disagreement on
something which isn't as silly as the usual stuff. This time, it was
about me being 'daddy's favorite' She keeps saying that my dad spoils me
and treats me real good and that I can get away with a lot of stuff with
my dad. I get really mad because I don't think she's right. My dad
almost kicked me out of the house once and rarely talks to me anymore. He
says that I don't give a damn anymore about anything. Well, the fight
ended in a draw. My mom came to the rescue.
C. rEPORTING JOINT ACTIVITIES
(iii) Writing/Receiving Notes, Letters, Memos, Ads, etc.
"Every day I check to see if I have any mail. There is usually one for
me. Most of the time it will be a letter from my
boyfriend. If not, it's a letter from my cousin who just went
to the mainland with her husband to live. Sometimes I get
special offers from education-oriented companies. Once in a
while I receive a note from the veterinarian saying that my dog
is due for a check-up and things like that."
D. NON-JOINT ACTIVITIES
(vi) Having a Mental Exchange with Someone
"My sister and I have just had one of our silly little
arguments. We both are sitting on opposite sides of the room
just staring at one another. I look at her and in my mind I'm
thinking to myself how my sister has no manners at all. She had
no business going into my room like that. I can feel my sister
telling me a few things, too."
