constant interrupter (John)
never talks unless addressed by someone (Jane)
asks a lot of questions (Terry; John)
makes a lot of noise in the background (Bud); etc.
(ii) tabulate pair types evidenced in your transcript: e.g.,
friendly to one another (Terry-Bud)
horse around a lot (John-Claude)
use fast exchange rhythm (Nick-Terry)
argue a lot (Jeff-Bud), etc.
(iii) select a particular exchange or a case history; chart its development: who initiates it? How? What does it imply about his intentions? How is it answered? What happens next? Is that an expected outcome? Why? Etc.
(iv) discuss the evidence you've presented on relationship; contextualize it, place it in relation to the rest of your day, your life, your peers, your future.
(ii) tabulate correspondences between historical position in episode and utterances (e.g., what's being said and talked about is different at the beginning of dinner than at the end; further such correspondences may exist between place or time in conversation and the content of the interactions between the participants, e.g., the role type of a participant may change with time or, even, oscillate depending on energy level, or whatever.
(iii) tabulate correspondences between features of the ambient context and the rhythm of exchange; e.g., John acts interested by asking further questions and making additional comments on the point brought up by the other person, but he does this only when he talks about his favorite subject of surfing; at other times, he acts unsociable or disinterested, answering by grunts, not volunteering any idea.
(iv) discuss your findings by relating them to the context of your daily round; how is your talk affected by the physical, historical, and ambient context of the setting? What have you noticed about the talk of your parents? Teachers? Favorite characters?
(v) how is discourse in oral talk different from discourse in
writing?
(b) submit tape along with written report; select a fictitious, random 6-digit number; write this number on the tape-label, as well as on the written report; do not write any other identifying marks on the tape; make sure you erase from tape any identifying captions and segments you deem private.
(c) report should have a front page giving the following information: (1) name of student; (2) course number; (3) date; (4) assignment title ("My Talk"); (6) the 6-digit number appearing on the tape; (7) the inscription: "I hereby assign permission and copyright of this assignment report to Prof. James," with your signature below it; (8) nothing else is to appear on the front sheet.
(d) the report should be organized into sections that carry numbered headings and, if applicable, alphabetized sub-headings (e.g., note the organization of these written instructions).
(e) data should be presented in neat tabulations and charts; each table, figure, or chart must have a numbered heading (title and description of information presented); consult textbooks and journal articles for style.
(f) number the lines or turns in the transcript; provide annotations sufficient for the reader to reconstruct main setting features; identify the speaker for each utterance but substitute fake names for the real so as to protect the privacy of the participants; make sure transcript is neat and easy to read.
(g) consult classmates and discuss with them the format they plan to use; consult available transcripts from Data Bank (see Mr. Sine).