• Extract 1.6
  (T= teacher, P = any pupil who speaks)
  T: Now then . ..I’ve got some things here, too. Hands up. What’s that, what is it?
  P: Saw.
  T: It’s a saw, yes this is a saw. What do we do with a saw?
  P: Cut wood.
  T: Yes. You’re shouting out though. What do we do with a saw? Marvelette.
  P: Cut wood.
  T: We cut wood. And, erm, what do we do with a hacksaw, this hacksaw?
  P: Cut trees.
  T: Do we cut trees with this?
  P: No. No.
  T: Hands up. What do we do with this?
  P: Cut wood.
  T: Do we cut wood with this?
  P: No.
  T: What do we do with that then?
  P: Cut wood.
  T: We cut wood with that. What do we do with that?
  P: Sir.
  T: Cleveland.
  P: Metal.
  T: We cut metal. Yes we cut metal. And, er, I’ve got this here. What’s that? Trevor.
  P: An axe.
  T: It’s an axe yes. What do I cut with the axe?
  P: Wood, wood.
  T: Yes I cut wood with the axe. Right …Now then, I’ve got some more things here . . .(etc.)

– ‘Now then . ..‘

 – ‘Right. . .Now then‘

 – ‘right’, ….’

 -‘well now’ or

 – ‘okay’

1. The question-answer sequence between the teacher and pupils have  internal structure with  a string of language forms to which we can give individual function or speech-act labels.

  2. The pattern:

   (1) the teacher asks something (‘What’s that?’),

   (2) a pupil answers (‘An axe’) and

   (3) the teacher acknowledges the answer and comments on it (‘It’s an axe, yes’).

• The pattern of (I), (2) and (3) is then repeated. So we could label the pattern in the following way:

      1) Ask  T

     2) Answer   P

     3) Comment  T

The regular sequence of the extract is /TPT/-/TPT/-/TPT/-/TPT/. Look at the extract (1.7).

Extract 1.7

  T:  Now then …I’ve got some things here, too. Hands up.     What’s  that, what is it? /
  P: Saw. /

  T: It’s a saw,  yes this is a saw. // What do we do with a   saw?/

  P: Cut wood. /

  T: Yes. You’re shouting out  though. / What do we do with   a saw?   Marvelette. /

  P: Cut wood. /
  T:  We cut wood./ /And, erm, what do we do with …etc.

• We can now isolate a typical segment between double slashes (//) and use it as a base unit in our description:

  Extract 1.8

  T: //What do we do with a saw? Marvelette. /
  P: Cut wood. /
  T: We cut wood. //

Sinclair and Coulthard call this unit an exchange.

• This particular exchange consists of a question, an answer and a comment, and so it is a three-part exchange.
• Each of the parts are given the name move .
• Here are some other examples of exchanges, each with three moves:

 Extract 1.9   

  A: What time is it?
  B: Six thirty.
  A: Thanks.

  Extract 1.10 

  A: Tim’s coming tomorrow.
  B: Oh yeah.
  A: Yes.

  Extract 1.11 

  A: Here, hold this.
  B: (takes the box)
  A: Thanks.

• Each of these exchanges consists of three moves, but it is only in:

  (1) that the first move (‘What time is it?’) seems to   be  functioning as a question.

  (2) heard as giving information, and

  (3) as a command.

• Equally, the second moves seem to have the function, respectively, of:

  (1) an answer,

  (2) an acknowledgement and

  (3) a non-verbal response (taking the box).

• The third moves are in all three exchanges functioning as feedback on the second move:

  (1) to be polite and say thanks,

  (2) to confirm the information and

  (3) to say thanks again.

• In order to capture the similarity of the pattern in each case, Sinclair and Coulthard (1975: 26-7 ) call:

  – the first move in each exchange an opening move,

  – the second an answering move and

  – the third a follow-up move.

• Sinclair and Brazil (1982:49) prefer to talk of initiation, response and follow-up. The three moves will be called initiation, response and follow-up.

• Every exchange has to be initiated, whether with a statement, a question or a command; equally naturally, someone responds, whether in words or action.

Read the unorganized conversation.

1. Can you put the moves of this discourse into an order that produces a
   coherent conversation?
2. The conversation takes place at a travel agent’s.
3. What clues do you use to establish the correct order?
4. Are there any moves that are easier to place than others; and if so, why?

‘You haven’t no, no.’
‘No . ..in Littlewoods is it!’
‘I’m awfully sorry, we haven’t .. .urn I don’t know where you can
try for Bath actually.’
‘Can I help you?’
‘Okay thanks.’
‘Yeah they’re inside there now.’
‘Urn have you by any chance got anything on Bath!’
‘Urn I don’t really know …you could try perhaps Pickfords in
Littlewoods, they might be able to help you.’