Archive for ‘September, 2017’

We’re contributing this talk to Josh Raclaw‘s panel at the AAA 2017 Toward a transdisciplinary coalition in sociocultural linguistics: A collaborative analysis of presidential discourse in Trump’s Black History Month Listening Session. The panel invites scholars from a variety of methodological orientations to address the same bit of data. Our EM/CA-oriented contribution to the panel focuses on the greeting sequences in the first few moments of the meeting.

Presidential addressing

Chase Wesley Raymond & Saul Albert

This paper is designed as a contribution to an inter- and trans-disciplinary panel investigating President Donald Trump’s Black History Month Listening Session. Here we adopt the theory and method of conversation analysis (CA) to examine the first minute of this multiparty interaction—from Trump’s entrance into the room, to the launch of his prepared remarks. Greetings and other phenomena that occur during interactional openings have been widely studied from a conversation-analytic perspective (see, e.g., Schegloff, 1968), and yet here we see them occurring in a very particular institutionalized setting, with very particular participants, and in the presence of an overhearing audience (i.e., at-home viewers). In this paper, our aim is to unpack Trump’s initial interactions with those present in the room: whom does he greet, and in what ways, and how is he greeted in return? Moreover, we ask how these greeting practices contribute to the business of “‘doing being’ president” (cf. Sacks, 1984), and thus we will discuss the various membership categories (Sacks, 1992) that are made relevant in and through these brief introductory exchanges. Our analysis therefore offers insights not only into this specific individual’s interactional style and this particular setting, but also into how greetings operate more broadly in multiparty discourse of this sort. 

References

  • Schegloff, E. A. (1968). Sequencing in Conversational Openings. American Anthropologist, 70(6), 1075–1095. https://doi.org/10.1525/aa.1968.70.6.02a00030
  • Sacks, H. (1992). Lectures on Conversation,(Ed.) G Jefferson, introduction by E. Schegloff, 2 vols. Oxford: Blackwell.
  • Sacks, H. (1984). On doing “being ordinary.” In J. Heritage & J. M. Atkinson, J. Heritage & J. M. Atkinson (Eds.), Structures of social action: Studies in conversation analysis (pp. 413–429). Cambridge: Cambridge University Press.

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Here these are the references for my talk on terminal assessments and performance evaluations in a partner dance workshop at LANSI 2017

I’ve given up trying to fit them all onto one slide at the end – so here they are on this web page. A recording of the talk is to follow – here’s one of the slides for now:

A slide from the talk showing some of the normative dimensions of accountability that emerge through students' terminal performance evaluations and how they're involved in teachers' routine, terminal assessments.

A slide showing some of the normative dimensions of accountability that emerge through students’ terminal performance evaluations and how they’re involved in teachers’ routine, terminal assessments.

References

  • Albert, S. (2015). Rhythmical coordination of performers and audience in partner dance. Delineating improvised and choreographed interaction. Etnografia E Ricerca Qualitativa, 3, 399–428. https://doi.org/10.3240/81723
  • Antaki, C. (2002). “Lovely”: Turn-initial high-grade assessments in telephone closings. Discourse Studies, 4(1), 5–23. https://doi.org/10.1177/14614456020040010101
  • Antaki, C. (2000). “Brilliant. Next Question…”: High-Grade Assessment Sequences in the Completion of Interactional Units. Research on Language & Social Interaction, 33(3), 37–41. https://doi.org/10.1207/S15327973RLSI3303_1
  • Broth, M., & Mondada, L. (2013). Walking away: The embodied achievement of activity closings in mobile interaction. Journal of Pragmatics, 47(1), 41–58. https://doi.org/10.1016/j.pragma.2012.11.016
  • Broth, M., & Keevallik, L. (2014). Getting Ready to Move as a Couple: Accomplishing Mobile Formations in a Dance Class. Space and Culture, 17(2), 107–121. https://doi.org/10.1177/1206331213508483
  • De Stefani, E., & Mondada, L. (2013). Reorganizing Mobile Formations: When “Guided” Participants Initiate Reorientations in Guided Tours. Space and Culture, 17(2), 157–175. https://doi.org/10.1177/1206331213508504
  • De Stefani, E., & Gazin, A.-D. (2014). Instructional sequences in driving lessons: Mobile participants and the temporal and sequential organization of actions. Journal of Pragmatics, 65, 63–79. https://doi.org/10.1016/j.pragma.2013.08.020
  • Garfinkel, H. (1967). Studies in ethnomethodology. America. Englewood Cliffs, New Jersey: Prentice-Halll.
  • Goodwin, C., & Goodwin, M. H. (1992). Assessments and the construction of context. In C. Goodwin & A. Duranti, C. Goodwin & A. Duranti (Eds.), Rethinking context: Language as an Interactive Phenomenon (Vol. 11, pp. 147–189). Cambridge: Cambridge University Pressess.
  • Harness Goodwin, M., & Goodwin, C. (1986). Gesture and coparticipation in the activity of searching for a word. Semiotica, 62(1–2), 51–75.
  • Keevallik, L. (2010). Bodily Quoting in Dance Correction. Research on Language & Social Interaction, 43(4), 401–426. https://doi.org/10.1080/08351813.2010.518065
  • Keevallik, L. (2013). Here in time and space: Decomposing movement in dance instruction. In P. Haddington, L. Mondada, & M. Nevile, P. Haddington, L. Mondada, & M. Nevile (Eds.), Interaction and Mobility: Language and the Body in Motion (pp. 345–370). Berlin/Boston: Walter de Gruyter.
  • Oshima, S., & Streeck, J. (2015). Coordinating talk and practical action: The case of hair salon service assessments. Pragmatics and Society, 6(4), 538–564. https://doi.org/10.1075/ps.6.4.04osh
  • Pomerantz, A. (1984). Agreeing and disagreeing with assessments: Some features of preferred/dispreferred turn shapes. In J. M. Atkinson & J. Heritage, J. M. Atkinson & J. Heritage (Eds.), Structures of social action: Studies in conversation analysis (pp. 57–102). Cambridge: Cambridge University Press.
  • Schütz, A. (1951). Making music together: A study in social relationship. Social Research, 18(1), 76–97.
  • Stivers, T., & Rossano, F. (2010). Mobilizing Response. Research on Language & Social Interaction, 43(1), 3–31. https://doi.org/10.1080/08351810903471258
  • Thompson, S. A., Fox, B. A., & Couper-Kuhlen, E. (2015). Grammar in Everyday Talk: Building Responsive Actions. Cambridge: Cambridge University Press,.
  • Wiggins, S., & Potter, J. (2003). Attitudes and evaluative practices: Category vs. item and subjective vs. objective constructions in everyday food assessments. British Journal of Social Psychology, 42(4), 513–531. https://doi.org/10.1348/014466603322595257
  • Weeks, P. (1996). Synchrony lost, synchrony regained: The achievement of musical co-ordination. Human Studies, 19(2), 199–228. https://doi.org/10.1007/BF00131494
  • Wittgenstein, L. (1967). Lectures and conversations on Aesthetics, Psychology and Religious Belief. (C. Barrett, C. Barrett, Ed.). Berkeley and Los Angeles: University of California Press.

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