classroom talk or a formal community/committee meeting

classroom talk or a formal community/committee meeting

Identify and audio-record a semi-formal setting of classroom talk or a formal community/committee meeting of at least three people engaged in authentic speech for that context in English or another language, where protocols are being followed and turn-taking is noted. (Seek written permission from the participants guaranteeing them confidentiality. Provide the letter of permission you wrote to the participants requesting their permission to record their talk. Pseudonyms are to be used on the transcript e.g. “Sue”, “Mokhmed” in place of given names.)
Part A. Transcribe up to 4 minutes of sample spoken exchanges of classroom or meeting talk using the principle of Conversation Analysis and tools which demonstrate the organisation and linguistic analysis of the exchanges.
1. Transcribe the talk with labelled turns (See Appendix 1 for choice of transcription key).
2. Annotate structures of discourse and metalinguistic exchanges.
3. Discuss the organisational and discourse features revealed in the transcription.
Part B: Select a written text* which is meaningful. It may be problematic for some second language users. Construct an analysis of selected discourse features of the text. Discuss issues of language in use from a Critical Discourse Analysis perspective.
* The selected written text may be chosen from one of the following: a high school student’s essay, a novel, play, local newspaper article, argument, debate, story, school newsletter, community newsletter, minutes of a meeting, canteen rules, a textbook in use or other genre (by negotiation with the examiner).
1. Provide a published copy of the selected text. Mark a copy with a system of line numbers.
2. Prepare a detailed analysis with samples from the text of the genre structures, implicature, discourse grammatical features of cohesion and reference OR of functional grammar features.
3. Discuss socio-cultural aspects of the text using Critical Discourse Analysis principles and cited samples of written text.
Assessment criteria (dots represent the importance/weighting)
1. Control of the tasks providing (i) copy of the transcription and (ii) marked written text. **
2. Knowledge of analysed spoken and written text structures and discourse features with text samples as examples. ***
3. A Critical Discourse Analysis of the communication in the written text. ***

Appendix 1 transcription code Jefferson (2004)
? Shift into especially high pitch
NOW capital letters used to indicate word is an especially loud sound relative to the surrounding talk
:: elongation of the immediately prior sound
(.) a brief interval (approx tenth second) within or between utterances
(0.5) time elapsed (in tenths of seconds) between end of utterance or sound and start of the next
now stressed word
= latched utterances: there is no gap between the stretches of talk
? rising intonation
. falling intonation
, unfinished intonational contour

Preparation of assignments
You will notice that there are a number of activities which link closely with the study modules. These activities are designed to reinforce the theory and provide you with an opportunity to practise analysing texts. There are some suggested responses to the questions and activities. These are located at the end of each module in this course. It is probably wise to complete the activity then compare notes with my comments. The glossary is a suggestion for you to add new terms as you read and to indicate the context in which the term is applicable.
Refer to the Library website for details on borrowing books.
The following sample references are produced in the American Psychological Association (APA) Style which is widely recognised in the Applied Linguistics field.
1. Periodicals
(a). Journal article, one author
Korhonen, T.T. (1991). Neuropsychological stability and prognosis of subgroups of children with learning disabilities.Journal of Learning Disabilities, 24(1), 48–57.
(b). Journal article, several authors
Tramontana, M.B., Hopper, S.R., Curley, A.D., &Nardolillo, E.M. (1990).Determinants of academic achievement in children with psychiatric disorders.Journal of the American Academy of Child and Adolescent Psychiatry, 29(2), 265–268.
(c). Magazine article
McGrath, E. (1983, May 9). To stem a ‘Tide of Mediocrity’.Time, pp. 74–75.
2. Books
(a). Two authors, second edition
Bernstein, D.K., &Tiegerman, E. (1989).Language and communication disorders in children (2nd ed.). Columbus, OH: Merrill.
(b). Author as publisher, third edition
American Psychiatric Association, (1980).Diagnostic and statistical manual of mental disorders (3rd ed.). Washington, DC: Author.
(c). Edited book
Pressley, M., & Brainerd, C.J. (Eds.).(1985). Cognitive learning and memory in children. New York: Springer-Verlag.
3. Article or chapter in an edited book
Rogoff, B., &Mistry, J. (1985).Memory development in cultural context.In M. Pressley & C. J. Brainerd (Eds.), Cognitive learning and memory in children (pp. 117–142). New York: Springer-Verlag.
4. Proceedings of meetings, conferences, symposia etc.
Rice, D. N., Houston, I. B., & Lyon, I. C. T. (1983). Transient neonatal tyrosinemia. In H. Naruse& M. Irie (Eds.), Proceedings of the International Symposium on Neonatal Screening for Inborn Errors of Metabolism (pp. 306–310). Amsterdam: ExcerptaMedica.
5. Doctoral and master’s theses (unpublished)
Swinton, M .A. (1984).Family stress in phenylketonuria.Unpublished master’s thesis, University of Auckland, N.Z.
6. Technical and research reports
(a). Author(s) named
Birney, A. J., & Hall, M. M. (1981).Early identification of children with written language disabilities. (Report No. 81–1502). Washington, DC: National Education Association.
(b). Government report
Commonwealth Schools Commission. (1985). Quality and equality: Commonwealth specific purposes programs for Australian schools. Canberra, ACT: Author.
(c). Report available from an information service (e.g. ERIC)
Gottfredson, L.S. (1980). How valid are occupational reinforcer pattern scores? (Report No. CSOS-R-292). Baltimore, MD: John Hopkins University, Centre for Social Organisation of Schools. (ERIC Document Reproduction Service No.ED 182 465).
7. Citing references in text
1. Use the author-date method of citation e.g. Brown (1991) investigated the effects of …ORAn investigation into the effects of maternal age (Brown, 1991) found that ….
2. (a) When a reference has two or more authors (but fewer than six) cite all authors in the first instance; ‘thereafter, only first author followed by ‘et al.’ (NB., not underlined, with no full stop after ‘et’) and the year of publication.
Campbell, Brady, Bradley, and Smithson (1991) found … [first citation]
Campbell et al. (1991) found … [subsequent citations]
(b) For an article with six or more authors cite only the first author followed by ‘et al.’ and the year. In the list of references give all names.
(c) In running text use ‘and’ to join the names of multiple authors, but use an ampersand inside parentheses:
Jones and Brady (1991) continued to find …
The authors found the same result in the second and third trials (Jones & Brady, 1991).
3. Use digits for numbers 10 and above, dates, ages etc. and before all units of measurement. Numbers below 10 are written in full.
4. Quotations must always be referenced with page numbers. Quotations of less than 40 words (approximately) should form part of the text and be designated with (double) quotation marks. Longer quotations are inset five spaces and quotation marks are omitted.
NB 1. Elements which appear in italics above, may instead be underlined.
2. Further information on specific bibliographic entries is available in the reference used in compiling these examples:
American Psychological Association. (2001). Publication manual of the American Psychological Association (5th ed.). Washington, DC: Author.
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