The Knower and the Informant
in Institutional Talk:
A Transitivity Perspective
Marilisa Shimazumi
Dissertation submitted in part
fullment of the degree of
Master of Arts of the University of Liverpool.
September 1996
i
Declaration
This work is original and has not been submitted previously in support
of any degree, qualication or course.
Date:
Signature:
iii
Acknowledgements
I would like to thank Geo Thompson, my supervisor, for his expert
guidance and assistance.
I am also grateful to all my course tutors for everything they taught me.
I thank my parents for their endless support and condence, and also for
the nancial support throughout my studies.
Most of all, I want to thank A. P. Berber Sardinha for his unconditional
support, encouragement, time and patience, and above all for his always
being there when I needed. Thanks three muchly.
v
Abstract
This thesis investigates role relations of power between the Knower (expert) and the Informant (client) in institutional interactions. More specically, this study is aimed at showing how role relations in institutional contexts are constructed and reected in language, from a transitivity perspective.
The main focus of the investigation is to know whether there are dierences in transitivity choices associated with the roles of Knower and Informant in institutional talk. In order to carry out the investigation, ten research questions and ve hypotheses were formulated. Each of the research
questions and associated hypotheses were examined individually. Overall the
ndings are that although both interactants were shown to have uttered all
types of process, they diered in the amount of material and mental processes
used. These ndings corroborate the initial assumption that asymmetry in
role position would be mirrored by specic transitivity choices. In addition,
both interactants were shown to have diered in role projections where the
Knower, by being the more dominant person in the interaction, was allowed
to make projections for both interactants. The Knower was also projected
as being involved in more agentive roles than the Informant.
The results show that dierences in role relations of power can also be
reected in the specic transitivity choices of both interactants. The present
study therefore hopes to have contributed to the body of existing research
in institutional talk by introducing a perspective of analysis based on the
grammatical system of transitivity which also illustrated the asymmetrical
nature of institutional interactions.
vii
Para meus pais,
Jorge e Ceclia
Contents
1 Introduction
2 Literature Review
2.1 The Systemic-Functional Approach
2.1.1 Functional Grammar . . . .
2.1.2 Transitivity . . . . . . . . .
2.2 Institutional Talk . . . . . . . . . .
2.3 Exchange Structure . . . . . . . . .
3 Aims and Methods of the Study
3.1 Aims . . . . . . . . .
3.2 Methods . . . . . . .
3.2.1 Data . . . . .
3.2.2 Data Analysis
4 Results and Discussion
4.1 Part 1
4.1.1
4.1.2
4.1.3
4.1.4
4.1.5
4.1.6
4.2 Part 2
4.2.1
4.2.2
4.2.3
4.2.4
4.2.5
4.2.6
4.2.7
4.2.8
4.2.9
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............
Research question 1 .
Research question 2 .
Hypothesis 1 . . . .
Research question 3 .
Research question 4 .
Hypothesis 2 . . . .
............
Research question 5 .
Research question 6 .
Hypothesis 3 . . . .
Research question 7 .
Research question 8 .
Hypothesis 4 . . . .
Research question 9 .
Research question 10
Hypothesis 5 . . . .
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1
7
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40
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63
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67
71
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79
84
86
88
CONTENTS
x
4.3 Discussion of Main Findings . . . . . . . . . . . . . . . . . . . 91
4.3.1 Part 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
4.3.2 Part 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
5 Conclusion
Bibliography
Appendix
A Doc1
B Doc2
C Doc3
D Doc4
E Doc5
F Sol1
G Sol2
H Sol3
I Bus1
J Bus2
Index
99
105
111
115
121
127
131
135
145
149
153
159
175
List of Figures
2.1
2.2
2.3
2.4
2.5
3.1
3.2
4.1
4.2
The three metafunctions . . . . . . . . . . . . . . . . . . . . .
Register variables . . . . . . . . . . . . . . . . . . . . . . . . .
Lexico-grammatical realizations . . . . . . . . . . . . . . . . .
Transitivity system . . . . . . . . . . . . . . . . . . . . . . . .
Summary of process types . . . . . . . . . . . . . . . . . . . .
The data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Knower and Informant actual and expected use of processes .
Knower and Informant actual and expected involvement in
processes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4.3 Cline of agentivity of transitivity roles . . . . . . . . . . . . .
4.4 Knower's and Informant's cline of agentivity . . . . . . . . . .
4.5 Projection of Knower and Informant . . . . . . . . . . . . . .
xi
9
10
11
14
17
40
41
56
71
79
82
91
List of Tables
4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.8
4.9
4.10
4.11
4.12
4.13
4.14
4.15
4.16
4.17
4.18
4.19
4.20
4.21
4.22
4.23
4.24
4.25
4.26
4.27
4.28
4.29
4.30
4.31
Knower and Informant participation . . . . . . . . . . . . . .
Processes uttered by Knower and Informant . . . . . . . . . .
Breakdown of mental processes for Knower and Informant . .
Knower and Informant use of material processes . . . . . . . .
Knower and Informant use of relational processes . . . . . . .
Knower and Informant use of mental processes . . . . . . . . .
Knower and Informant use of verbal processes . . . . . . . . .
Knower and Informant use of existential processes . . . . . . .
Knower and Informant use of behavioural processes . . . . . .
Distribution of processes across moves for Knower and Informant
Breakdown of responses by Knower and Informant . . . . . . .
Knower and Informant involvement . . . . . . . . . . . . . . .
Processes involving Knower and Informant . . . . . . . . . . .
Knower and Informant involvement in material processes . . .
Knower and Informant involvement in mental processes . . . .
Knower and Informant involvement in verbal processes . . . .
Knower and Informant involvement in relational processes . .
Knower and Informant involvement in behavioural processes .
Projection of Knower and Informant in all processes . . . . . .
Knower and Informant as Actor . . . . . . . . . . . . . . . . .
Knower and Informant as Goal . . . . . . . . . . . . . . . . .
Knower and Informant as Beneciary . . . . . . . . . . . . . .
Knower and Informant as Senser . . . . . . . . . . . . . . . . .
Knower and Informant as Sayer . . . . . . . . . . . . . . . . .
Knower and Informant as Receiver . . . . . . . . . . . . . . .
Knower and Informant as Carrier . . . . . . . . . . . . . . . .
Knower and Informant as Behaver . . . . . . . . . . . . . . . .
Projection by Knower . . . . . . . . . . . . . . . . . . . . . . .
Projection by Informant . . . . . . . . . . . . . . . . . . . . .
Projection of Knower . . . . . . . . . . . . . . . . . . . . . . .
Projection of Informant . . . . . . . . . . . . . . . . . . . . . .
xiii
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85
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87
Chapter 1
Introduction
This study is aimed at investigating role relations of power between the
Knower (the expert in the eld) and the Informant (the client) in Institutional Talk from the perspective of transitivity. In the context of this study,
Institutional Talk is dened as the interaction between a representative of
an institution (the Knower) and a client (the Informant) who requires its
service. Agar (1985) denes institution as a `socially legitimated expertise
together with those persons authorized to implement it' (p.164). Thus, according to this denition, the Knower and the Informant, when performing
their socially recognised roles of expert and client in an institutional context,
seem to be amongst this set of persons who implement institutions. Most
importantly, their expertise is revealed linguistically, hence an investigation
of how these roles are construed through language seems possible.
This study is located within the systemic-functional approach developed
1
2
CHAPTER 1. INTRODUCTION
by the British linguist and grammarian Michael Halliday in the sixties and
seventies. In its early days, this approach used to be called the scale-andcategory grammar and it relied on J. R. Firth's functional-semantic view of
language which sees meaning in context as opposed to the study of isolated
invented examples. According to Firth, `the complete meaning of a word is
always contextual, and no study of meaning apart from a complete context
can be taken seriously' (Firth, 1935, p.37 quoted in Stubbs, 1996, p.30).
Several researchers have looked at various kinds of dierences, e.g. modality, which they relate to the dierent statuses. This present study, on the
other hand, is interested in knowing how the Knower and the Informant
project their view of the world. This can be done by looking at transitivity choices since they tend to reect the view of the world that the speaker
has, or wants to project. Dierent speakers might wish or need to project
dierent views of the world because of their dierent statuses or roles in the
interaction. By being asymmetrically distinct vis-a-vis their social status,
it is predicted that both Knower and Informant will behave dierently in
linguistic terms. In order to investigate these dierences, it is clearly necessary to adopt an approach to linguistic analysis which looks at the language
choices made by both interactants in the context of institutional talk. It is
expected that dierences in roles might be associated with or even be reected in the transitivity choices the interactants make in order to maintain
or change their roles. At present, there are no indications in the available
3
literature that such an investigation has been carried out before.
For this analysis, transitivity choices will be analysed from two dierent
perspectives simultaneously. The rst one will look at transitivity choices in
sentences in isolation (clause by clause). The second one will involve looking
at transitivity choices within exchanges, i.e. in sequence, with the purpose
of looking at the links between successive transitivity choices made by the
interactants in the course of their interaction. In order to carry out the latter,
an exchange structure model of analysis will be used since it allows for the
examination of the details of actual speech within turns as well as focus on
the interactants' transitivity choices.
Investigating institutional talk from a transitivity perspective will involve
analysing natural conversations, that is, authentic dialogues between two
or more people. Incorporating transitivity in the analysis of institutional
talk is a novel enterprise since previous studies involving transitivity have
tended to concentrate entirely on written texts, be they ction (Gregory,
1988; Kennedy, 1982; Burton, 1982; Levorato, nd) or non-ction (Francis
and Kramer-Dahl, 1992; Simpson, 1993; Lee, 1992).
The main aim of this study is to answer the following general research
question: `Are there dierences in transitivity choices associated with the
roles of the Knower and the Informant in Institutional Talk?'. This general
research question has been broken down into specic research questions and
hypotheses which will be fully described in Chapter 3. As a point of entry
4
CHAPTER 1. INTRODUCTION
to the study, it seems appropriate to describe how the thesis is organised.
In the following chapter, namely the Literature Review, the theoretical
background on which this present study is based will be presented. The Literature Review is divided into three sections. The rst one gives an overview
of the Systemic Functional Approach and its grammatical aspects, concentrating more specically on the Transitivity system of the clause. The second section addresses the concepts of Institutional Talk and the roles of the
Knower and the Informant in an institutional context. The third section concerns itself with the exchange structure and how it can be applied as a basis
for investigating transitivity choices in exchanges of authentic dialogues.
The Aims and Methods chapter will present the methodological and analytical framework on which this investigation is based. The rst section,
Aims, will deal with the research questions and hypotheses which guided
this investigation. The Methods section will present and describe the data
and how it was handled. The discussion of the results will be presented in
Chapter 4 where a summary of the results will be oered and commented
upon. Chapter 5 will present the conclusions as well as discuss limitations
which are inherent in a novel study such as this one.
This study, therefore, is original in two ways. Firstly, it will attempt
to investigate role relations of power from the point of view of transitivity.
Secondly, transitivity analysis will be applied to authentic interaction, i.e. dialogues between two interactants, rather than to written and literary work,
5
where it has been typically applied. It is expected that this investigation
might contribute to the existing body of studies on institutional interaction
by showing that asymmetry in power can also be described at the grammatical level of the clause through transitivity. In addition it is also expected
that the present study may contribute to the eld of systemic linguistics by
showing that role relations of power which are traditionally conned to tenor
can also be analysed through a transitivity perspective.
Chapter 2
Literature Review
This chapter is divided into three main sections. Each section approaches
a specic area related to this investigation which is to nd out whether
there are dierences in transitivity choices associated with the roles of the
Knower and the Informant in Institutional Talk. The rst section presents
an overview of the Systemic Functional Approach with a special focus on
transitivity analysis; the second section attempts to dene Institutional Talk
and the roles of the Knower and the Informant within the scope of this study.
The third section will consider the Exchange Structure from the perspective
of analysing transitivity choices in sequence of exchanges.
7
CHAPTER 2. LITERATURE REVIEW
8
2.1 The Systemic-Functional Approach
This section will start with a general description of the Systemic Functional
Approach followed by a more elaborated view of the system of transitivity.
It will also present the reasons for the adoption of a systemic approach in
this investigation as well as an explanation on how transitivity will be used
in this study.
2.1.1 Functional Grammar
Language is a system of meaningful contextualized choices and it is within
this framework that this section introduces Michael Halliday's (Halliday,
1985, 1994a) grammatical model. Since a great deal has already been written about his functional description of language, both from a practical and
theoretical perspective (Halliday, 1985, 1994a; Halliday and Hasan, 1989;
Martin, 1992; Eggins, 1994; Bloor and Bloor, 1995; Fries and Gregory, 1995;
Leckie-Tarry, 1995; Butt, Fahey, Spinks, and Yallop, 1996; Lock, 1996; Cloran, Butt, and Williams, 1996; Thompson, 1996; amongst many others), the
explanation will be restricted to a few key points in the theory. The reader is
referred in particular to Halliday (1985, 1994a) for a more detailed exposition
of the points raised here.
In his theory, Halliday claims that language is a semiotic system, organised as a set of choices and structured to make three kinds of meanings
2.1. THE SYSTEMIC-FUNCTIONAL APPROACH
9
simultaneously (Eggins, 1994, pp.3, 78-79). These three meanings are referred to, in systemic grammar, as the experiential, the interpersonal and
the textual meanings or metafunctions (Halliday, 1994a, p.35). In general
terms, the experiential metafunction represents the way language is used to
talk about our experience of the world; the interpersonal metafunction is
related to the way language is used in interaction; and the textual metafunction concerns the organization of language into meaningful units. According
to Thompson, it is important `to understand that each of the three types
[of meanings] contributes equally to the meaning of the message as a whole'
(Thompson, 1996, p.28).
The three dierent meanings Halliday distinguishes in language are shown
in Figure 2.1. Hasan (1996) points out that they belong to the semantics
stratum of the language system.
experiential
Meanings about how we represent experience
in language. Whatever use we put language
to, we are always talking about something or
someone doing something.
interpersonal Meanings about our relationships with other
people and our attitudes to each other. Whatever use we put language to, we are always
expressing an attitude and taking up a role.
textual
Meanings about how what we're saying hangs
together and relates to what was said before
and to the context around us. Whatever use
we put language to, we are always organizing
our information.
Figure 2.1: The three metafunctions (Eggins, 1994, pp.11-13)
CHAPTER 2. LITERATURE REVIEW
10
According to Halliday, the semantics stratum acts as a crucial intermediary link between context (`upwards') and lexico-grammar (`downwards')
levels. This relation is explained by Hasan (1995) when she claims that
`since the metafunctions are organising concepts at the stratum of semantics, to validate them as the Systemic Functional theory demands, one needs
to examine them from three related perspectives: from above - how they realize context or how are contexts [sic] construed by meanings; from their
own stratum - how the metafunctions account for the phenomena we think
of as meaning; and from below - how they are realized by lexicogrammar or
how wording construes meaning' (p.220).
Above the semantics stratum, there is context or register which is seen
as being made up of the following register variables: eld, tenor and mode
(cf. Figure 2.2).
field what the language is being used to talk about
tenor the role relationships between the interactants
mode the role language is playing in the relationship
Figure 2.2: Context or register variables (Eggins 1994, p.52)
Below the semantics level, there is the lexico-grammatical stratum realized at the level of the clause primarily by the following systems: transitivity,
mood and theme (cf. Figure 2.3).
Halliday argues that each metafunction in the semantics level (experiential, interpersonal and textual) is related to a specic context or register vari-
2.1. THE SYSTEMIC-FUNCTIONAL APPROACH
11
transitivity Patterns of processes (verbs), participants
(nouns), and circumstances (prepositional
phrases of time, manner, place, etc)
mood
Types of clause structures (declarative,
imperative, interrogative), the degree of
certainty or obligation (modality), attitudinal words, politeness markers
theme
Textual patterns of foregrounding and
continuity in the organization of the clause
Figure 2.3: Lexico-grammatical realizations (Eggins 1994, pp.77-78)
able (eld, tenor or mode) which, in turn, is realized through one or more of
the lexico-grammatical systems (transitivity, mood or theme). Eggins (1994)
reports Halliday's claims that `the eld of a text can be associated with the
realization of experiential meanings and that these experiential meanings
are realized through the transitivity patterns of the grammar; the mode
of a text can be associated with the realization of textual meanings and
that these textual meanings are realized through the theme patterns of the
grammar; and the tenor of a text can be associated with the realization of
interpersonal meanings and that these interpersonal meanings are realized
through the mood patterns of the grammar' (p.78).
Several studies about role relations of power and solidarity in discourse
within the systemic functional approach have focused on interpersonal systems, since role dierences between Knower and Informant are clearly related
to tenor (Zhang, 1991; Lee, 1992; Simpson, 1993; He, 1993). In He's (1993)
study, for instance, she analyses modality in institutional interactions, i.e.
CHAPTER 2. LITERATURE REVIEW
12
academic counselling encounters in an American university; and one of her
ndings was that modal choices function `as a resource for structuring the
interpersonal relationship between the participants' (p.527). However, mood
and modality are not the only grammatical systems in which asymmetry
between Knower and Informant might be found.
This study proposes therefore to challenge the established paradigm in
systemic grammar that Tenor is `not realised through transitivity patterns,
but through patterns of .... Mood' (Eggins, 1994, p.77). In the present investigation, it is claimed that these links do not seem to be as straightforward
as they are sometimes described in the systemic literature (Halliday, 1985,
1994a; Eggins, 1994; Hasan, 1996; etc.). Therefore, this study questions the
idea that tenor is in fact exclusively linked with interpersonal meanings and
suggests that interpersonal relations can also be reected by the transitivity
system, that is, by the experiential metafunction.
In this study, special emphasis will be placed on the transitivity of institutional talk. It is expected that an analysis of transitivity, that is, of `the
linguistic expression of processes, and of the participants and, by extension,
the circumstances associated with them' (Halliday, 1970, p.148), should be
able to reect and construe asymmetries in role relations of power in institutional talk. This, therefore, will be an attempt to investigate the eect
of tenor relationships on transitivity and not on interpersonal systems
such as Mood/Modality.
2.1. THE SYSTEMIC-FUNCTIONAL APPROACH
13
The reasons for taking a systemic-functional approach as a linguistic
model for language analysis in this study arose from an interest in investigating power-relationships in socially recognised institutional interactions, where
people use language in real situations to produce meaningful discourse. According to Burton (1982), `if the analyst is interested in power-relationships
.... in the socially constructed world .... then, crucially, it is the realization
of processes and participants (both the actors and the acted upon) in
those processes that should concern us' (p.200). It seems, then, that the
Hallidayan model of transitivity derived from his functional grammar may
serve as a useful tool to unveil how this `institutional' world is linguistically
constructed.
2.1.2 Transitivity
As mentioned earlier, language is a system of meaningful choices and speakers are constantly having to make such choices when talking about events
in the world. The dierent ways of representing one's experiences of particular events in language are reected through the grammar of the clause
by the transitivity system. In this way, language functions as a means of
representing reality and, according to Halliday (1994a), reality is `made up
of processes', of `goings-on: happening, doing, sensing, meaning and being
and becoming' (p.106).
14
CHAPTER 2. LITERATURE REVIEW
A transitivity analysis might be a useful tool since it can reveal `aspects
of clause construction' (Burton, 1982) by providing an essential picture of
who does what to whom when where why and how in the clause. It is through
transitivity that one can clearly perceive who the actors are and who gets
acted upon. In the context of this study, relevant information such as which
transitivity processes the Knower and the Informant tend to use more often
and which roles they tend to perform as participants in their own and in the
other interactant's speech may be highly revealing of the way relationships
of power are built in institutional interactions.
First of all, it seems necessary to provide an outline of the transitivity system. This will be a concise description since transitivity has been described
in detail elsewhere (Halliday, 1967a, b, 1968, 1976; Steiner, 1985; Simpson,
1988, 1993; Iwamoto, 1995; amongst others). The transitivity system consists of three components: `the process itself, the participants in the process,
and the circumstances associated with the process' (Halliday, 1994a, p.107).
Fig. 2.4 provides more information about the system.
the processes
typically realized by the verbal group
the participants
normally realized by a nominal group
the circumstances typically realized by adverbial groups or
prepositional phrases
Figure 2.4: Transitivity system (Thompson, 1996)
2.1. THE SYSTEMIC-FUNCTIONAL APPROACH
15
The Processes and the Participants
Halliday (1994a) distinguishes between major and minor processes. The three
major processes are: Material, Mental, Relational, and the three minor ones
are: Verbal, Behavioural and Existential. Each process has its own set of
participants associated with it.
The material processes are processes of doing. These processes have
two main participant roles associated with them: the Actor (the doer of the
process expressed by the clause) and the Goal (the entity aected by the
process) (Simpson, 1993, p.89). There is another category of participant
in this process which is called by Halliday (1994a) an `oblique' or `indirect'
participant: the Beneciary (the one to whom or for whom the process is
said to take place) (Halliday, 1994a, p.144).
The mental processes are processes of sensing. They can be subdivided
into three types: perception processes (`seeing', `hearing', etc), aection or
reaction processes (`loving', `hating', etc), and cognition processes (`think-
ing', `understanding', etc). The participant roles associated with the mental
processes are: the Senser (the conscious being that is perceiving, reacting
or thinking) and the Phenomenon (that which is perceived, reacted to or
thought about) (Simpson, 1993, p.91).
The relational processes are processes of being. They may be intensive
(`X is a'); possessive (`X has a') or circumstantial (`X is at/on a'). Each
CHAPTER 2. LITERATURE REVIEW
16
of these comes in two distinct modes: they may be attributive relational
processes where `a is an attribute of X' and whose two participants are the
Carrier (the entity which `carries the attribute') and the Attribute (that
which qualies, describes or classies the entity); or they can be identifying
relational processes where `a is the identity of X' and whose participants are
labelled the Identier (that which denes an entity) and the Identied (that
which stands for what is being dened) (Simpson, 1993, pp.91-92; Halliday,
1994a, p.119; Thompson, 1996).
As their name implies, verbal processes are related to saying and all its
many synonyms. The main participant role associated with verbal processes
is the Sayer (responsible for the verbal process). Apart from the Sayer, there
may also be three other participants: the Receiver (to whom the verbal process is directed), the Target (the entity that is targeted by the process of
saying) and the Verbiage (a nominalized statement of the verbal process:
often a noun expressing some kind of verbal behaviour, e.g. statement, questions, retort, answer, story) (Halliday, 1994a, p.141).
The behavioural processes `relate to specically human physiological
processes' (Thompson, 1996, p.99) and they form a blend of Mental and
Material processes. These processes have only one participant - the Behaver
(who is typically a conscious being).
Lastly, the existential processes are quite easy to recognize as they typically have the word `there' acting as the Subject (though it does not represent
2.1. THE SYSTEMIC-FUNCTIONAL APPROACH
17
a separate participant). According to Thompson (1996, p.101), these processes `express the mere existence of an entity without predicating anything
else of it'. These processes have only one participant: the Existent.
Figure 2.5 serves as a quick reference for the types of process identied in
the grammar of English accompanied by their respective participant roles.
Process type
Category meaning
material
`doing'
action
`doing'
mental
`sensing'
perception
`seeing'
aection
`feeling'
cognition
`thinking'
relational
`being'
attribution
`attributing'
identication
`identifying'
verbal
`saying'
existential
`existing'
behavioural
`behaving '
Participants
Actor, Goal, Beneciary
Senser, Phenomenon
Carrier, Attribute
Identied, Identier; Token, Value
Sayer, Target
Existent
Behaver
Figure 2.5: Summary of process types (Halliday 1994, p.143)
The third component of the transitivity system is the circumstance.
These are typically realized by circumstantial adjuncts i.e. adverbial groups
or prepositional phrases. They tend to appear relatively freely with any
type of process and they perform a peripheral function by setting up the
context where the process and participants are realized. They will not be
fully described here since their role is marginal to the present investigation.
For a detailed analysis, Halliday (1994a, p.151) oers a more comprehensive
CHAPTER 2. LITERATURE REVIEW
18
description.
There have been several studies which have applied transitivity analysis
as an instrument of investigation. These were, in their majority, analyses
of written texts: for instance, Halliday (1973) with his inuential analysis
of Golding's The Inheritors set up a new perspective in text analysis and
inspired other interesting works such as those by Kennedy (1982) with his
analysis of Conrad's The Secret Agent, Burton's (1982) analysis of Sylvia
Plath's The Bell Jar and Levorato's (nd) analysis of Carter's Wolf-Alice.
Being a exible model of text analysis, systemic categories were also eectively applied to other written genres than that of literary works, such as
Francis and Kramer-Dahl's (1992) comparison of dierent writing styles in
the medical genre and in Lee's (1992) and Simpson's (1988, 1993) studies
of journalistic texts. However, transitivity analyses of spoken texts, i.e. dialogues, seem to have received very little attention, especially with regard
to those texts belonging to the genre of institutional talk. This study will
attempt to help ll this gap.
It is worth noting, once more, that transitivity patterns function as a
representation of the way one perceives and experiences what is `going on'.
Transitivity involves selecting process types, participants, and circumstances
realized in any clause in order to portray one's view of reality. By being able
to choose how to represent experience in a particular way, interactants can
choose how they want to represent themselves and others in the interaction.
2.1. THE SYSTEMIC-FUNCTIONAL APPROACH
19
Before concluding this section, the way transitivity analysis will be used
in this investigation needs to be detailed. In brief terms, this study is aimed
at investigating the roles of the Knower and Informant and their organization
of talk in institutional interactions from a transitivity perspective, in other
words, how relationships of power are constructed and reected in language.
In order to carry out this investigation, the study has been divided in two
parts.
The rst one refers to the transitivity choices used by each interactant
in his/her own speech in the course of the interaction. In Part 1, emphasis
will be given rstly to the analysis of the two interactants' use of transitivity
processes in individual clauses. It is expected that the information derived
from this preliminary type of analysis will allow me to distinguish, amongst
many things, which are the most used processes and who uses them most.
Secondly, focus will be placed on the position of each transitivity choice in
the exchange, and whether that reects the relationship between the two
interactants (cf. section 2.3 - Exchange Structure, p.28). Looking at transitivity choices through the whole interaction will allow for the observation
of who utters what kind of process and in which position in the interaction,
i.e. in the initiation, response or feedback. This information will contribute
to the investigation by showing whether interactants inuence each other's
transitivity choices and whether this inuence might be also related to their
dierent statuses in the social context.
CHAPTER 2. LITERATURE REVIEW
20
The second part is related to how each interactant talks about themself
and the other person as participants in certain types of processes, that is,
this concerns the picture the interactants project of the kind of role that
they and their interlocutor full. Related to this aspect in the sense that it
discusses the issue of role relations in interaction is the study by Thompson
and Thetela (1995) on enacted versus projected roles in the management of
interaction in written advertisements. Thompson and Thetela (1995, p.108)
dene enacted roles as those being `performed by the speaker or writer....
it is necessary to determine who is assigned which role in each interaction,
how this is done and what the implications are for the kind of interaction
that is taking place'. Projected roles, on the other hand, are dened by
them as `those being assigned by the speaker or writer by means of the overt
labelling of the two participants involved in the language event. The labelling
is done by the choice of terms used to address or name the two participants
and by the roles ascribed to them in the processes referred to in the clause'.
This study will not be looking at the concept of enacted roles, but it will be
applying the concept of projected roles originally developed by Thompson
and Thetela (1995). Projected roles will be explored in Part 2 of the study
where the transitivity roles ascribed to each interactant will be investigated.
It is expected that asymmetry in roles might be reected in the projection
of specic roles onto each interactant.
Having broadly described how the study is organised and explained how
2.2. INSTITUTIONAL TALK
21
transitivity will be explored in the present study, the following section will
continue the discussion initiated here by addressing role relations of power
in institutional context. The concepts of Institutional Talk and the roles of
Knower and Informant will be presented and discussed in more detail.
2.2 Institutional Talk
In this study, Institutional Talk is dened as `[task-related] interactions involving at least one participant who represents a formal organization of some
kind. The tasks of these interactions are primarily accomplished through the
exchange of talk between professionals and lay-persons' (Drew and Heritage,
1992, p.3). Clear examples of recognised institutions in modern times are
Medicine and Law. The choice of texts for the investigation reects this type
of interaction.
The texts belonging to this genre may be considered highly interactional
in Ventola's (1995) terms since they have `a purpose or a goal to be negotiated
during the interaction' (p.3). The negotiation consists of several stages and
`each stage or element of interaction is functional and contributes to the
achievement of the interactants' goals and purposes' (p.3). Since they are
task-related interactions, both parties will be committed to accomplishing
their goal in the best way.
It is relevant to stress the point made by Drew and Heritage (1992) that
22
CHAPTER 2. LITERATURE REVIEW
the `institutionality of an interaction is not determined by its setting ....
interaction is institutional insofar as participants' institutional or professional
identities are somehow made relevant to the work activities in which they are
engaged' (p.3). Thus, it is the way interactants project themselves and others
in specic socially recognised roles, either of expert or of client, that conrms
the institutionality of the interaction. In other words, role projection plays a
key part in determining the nature of the interaction and the way interactants
behave towards one another. In the scope of this study, the person who
represents the institution is described as the `Knower', i.e. the expert; and
the person who seeks its services is dened as the `Informant', i.e. the client.
One way of looking at participant roles in institutional contexts is oered
by Berry (1987). She distinguishes the expert and the client in terms of
relative knowledge; accordingly, she proposes a model of language analysis
linking social roles and linguistic choices. In her model, the expert is the `primary knower' (in uppercase) who is expected to be more knowledgeable in
relation to his/her eld of work and the client, on the other hand, is the `primary knower' (in lowercase) who is counted as being more knowledgeable in
respect to `the actual items of information being exchanged in the discourse
related to that eld' (p.49). What is most important in Berry's model is that
in any language use involving a pair of roles which is hierarchically ordered
the person who would be socially allowed to initiate three-move exchanges
(cf. Section 2.3 on Exchange Structure p.28) and make use of frames would
2.2. INSTITUTIONAL TALK
23
be occupying a hierarchically higher social position and that is the `primary
knower'. By contrast, the `primary knower' would not be socially expected
or even allowed to perform such moves. The Knower and Informant labels
used in the present study are simply more readable forms of the original labels
`primary knower' and `primary knower' from Berry's (1987) categories.
Other than readability, it is assumed that there are no essential dierences
between Berry's categories and their equivalent forms adopted here.
Examples of this asymmetrical relationship between the Knower and the
Informant regarding dierential states of knowledge can be seen in most institutional interactions. For instance, in a medical consultation, the doctor
is expected to be the knowledgeable person in respect to the eld of medicine
in general. But since what is being discussed are the patient's symptoms,
then in this case, it is the patient who is in a better position to know about
them than the doctor. `The doctor, then, is primary knower with respect to
the general eld, but is not primary knower with respect to the propositional
content of these particular exchanges' (Berry, 1987, p.50). In our terminology,
the doctor is dened as `Knower' and the patient as `Informant'. Another
example of dierential states of knowledge between the Knower and Informant, typical of institutional interactions, is given by Longman and Mercer
(1993) when they consider the case of vocational training. They nd similarities between this kind of interaction and medical consultations in that
both types of interaction have `participants in the role of `professional' and
CHAPTER 2. LITERATURE REVIEW
24
`lay person' (with the latter as `client') .... In terms of information, .... both
doctor and counsellor are wholly dependent upon the patient/client to give
them information about themselves in order to diagnose/recommend training
[or treatment]' (p.111).
In general, asymmetry in interaction is closely related to social asymmetry. As Linell and Luckmann (1991) conclude, `some aspects of asymmetries
are clearly correlated with, even predened by, positions in social hierarchies
.... experts and professionals talking with clients and lay persons in various
sorts of institutional contexts .... occupy a position of power, authority and
expertise' (p.11). A general characteristic of institutional talk is exactly that
it is asymmetrical. Further, the dimensions of professional-client asymmetry
do not concern only dierential states of knowledge. Rather, as stated by
Drew and Heritage (1992), asymmetries in institutional interactions are also
in terms of `rights to knowledge, access to conversational resources, and to
participation in the interaction' (p. 49).
Asymmetry has been the focus of various studies. In what follows, the
main ndings of major studies concerning asymmetry in institutional talk
are outlined, ranging from doctor-patient consultations to solicitor-client interviews. In most studies analysing the discourse of professional-client interactions, the Knower has been found to dominate the Informant by assuming
and asserting rights through the management of turns and topics. Other key
linguistic features of Knowers are their frequent use of interruptions, reliance
2.2. INSTITUTIONAL TALK
25
on directive speech acts, technical talk and register, and sequencing control
(Bogoch, 1994). Bogoch (1994) when discussing the role of the lawyer in
institutional interactions states that `one of the most blatant displays of the
lawyer's ability to control the topic is to explicitly refer to his/her ordering of topics, or to challenge the topic of the client's contribution' (p.74).
In her study on exchanges in British courts, Harris (1994) comments that
the `institutional force and authority [displayed by magistrates when referring to defendants] applies .... to the performance of recurrent patterns of
speech acts i.e. questions, directives, threats' (p. 162). Upon reviewing
several studies on Institutional Discourse, Agar (1985) concludes that the
Knower tends to control the interaction mainly through questioning. He
uses questions in order to elicit and control the topic. According to him,
`[the institutional representative] takes a discourse device - the initial turn in
a question/answer adjacency pair - uses it to drag the client, willing or not,
through the institutional representative's topic of choice.' (p.150).
Similarly, Tannen & Wallat (1986) concluded that control on the part of
one of the interactants leads to control on the language used by the other
interactant. They note that `the way that information is asked for [by the
doctor] .... can inuence the information given [by the patient] in response'
(p.304). Despite the fact that the original interest of their study was on
the way the propositional meaning was aected by the doctor's elicitation,
their ndings are crucial in that they imply that the process choices of the
26
CHAPTER 2. LITERATURE REVIEW
transitivity system could help to unveil the intricacies in the wording hidden
at the lexico-grammatical level. In other words, the extracts in their study of
some of the interactions between the doctors and patients' parents show how
doctors, i.e. Knowers, inuenced the transitivity choices made by the parents,
i.e. Informants. Tannen & Wallat also quote Coulthard & Ashby's (1975)
work on doctor/patient interaction in which these researchers suggest that
`one of the causes of asymmetrical communication is the greater frequency
of initiations of requests for information by doctors rather than patients'
(Tannen and Wallat, 1986, p.298). The fact that both studies by Tannen &
Wallat and Coulthard & Ashby agree on the relationship between making
initiations and being the doctor is very important for the present study.
Institutional Talk, therefore, inherently involves a relationship of asymmetric dyads, and it is in this interactional context that the present study is
aimed at investigating, amongst other things, how these controlling strategies
employed by the Knower(s) over the Informant(s) are realized linguistically,
clause by clause. The interesting point here is to examine how these choices
are encoded via the lexico-grammatical system (e.g. transitivity choices) into
meaningful units. However, it is important to reiterate that besides examining the way the interactants behave towards one another, this study is also
interested in knowing whether the interactants reect their view of their unequal roles in the way they talk about themselves. In this sense, it is now
possible to re-address the question `who does what to whom when why and
2.2. INSTITUTIONAL TALK
27
how?' since it shows the specic linguistic choices each participant has to
make in the course of the interaction. It is important to recognise that these
choices or selections lie, most of the time, below the level of consciousness or
awareness of these speakers. This is so since `dominant ideologies become ingrained in everyday discourse .... and a process of naturalization takes place,
to the extent that people are often no longer aware of the hierarchies and
systems which shape their social interactions' (Simpson, 1993, p.6). Thus,
whenever one mentions institutions and role relations, it is hard not to think
about power relations and one cannot talk about power relations without
acknowledging the inuence ideology has in society.
Ideology is expressed in many complex ways and it operates on several
discourse levels. It has been the focus of fascinating studies (Fairclough,
1989; Fowler, 1991; Lee, 1992; Simpson, 1993; Hodge and Kress, 1993). As
far as this study is concerned, the crucial connection between discourse and
ideology is reected in the relationship between language and power and,
this relationship is evident in institutional interactions where the socially
more dominant person is the one who controls the interaction and has more
power. Language is `not used in a contextless vacuum' (Simpson, 1993, p.6)
consequently it will tend to reect this linguistic `tug-of-war' between the
socially powerful and the powerless.
One could even argue, therefore, that ideology is in the language since it is
through language that people encode their own experience and representation
28
CHAPTER 2. LITERATURE REVIEW
of reality. However, according to Harris (1994), `one of the reasons why the
concept of ideology has .... proved so dicult to pin down theoretically is the
failure to locate it clearly in language' (p.158). An attempt to perform such
a task is presented here in this study which is concerned with the language
of institutional interactions. These interactions are, in essence, `potential
sources of ideological conict' (Harris, 1994, p.157) and the main aim of the
present study is to see through transitivity whether specic language choices
at the level of the clause made by each interactant reect and sustain relations
of power and dominance on the part of the Knower over the Informant.
2.3 Exchange Structure
As has been reviewed in the previous section, one of the ways asymmetry
is shown in institutional talk is through the performance of specic moves
in the exchange. More specically, asymmetry in institutional interaction is
shown by the greater frequency of initiations made by the Knower. This, in
a sense, becomes a powerful linguistic device used by the Knower in order
to maintain his/her dominance over the Informant in the interaction. Part
of the framework selected for the investigation reported here is the analysis
of conversational structure, more precisely of the position of the Knower's
and Informant's utterances in the exchange structure (initiation, response,
feedback, evaluates and frame).
2.3. EXCHANGE STRUCTURE
29
Work on exchange structure was primarily developed by the Birmingham
school, especially through the research carried out by Sinclair and Coulthard
(1975). According to their model, `an exchange is set up as a three part structure, consisting (potentially) of three moves: Initiation (Response) (Feedback)' (Martin, 1992, p. 47). Sinclair and Coulthard (1975) when investigating classroom discourse found that a rigid and easily recognisable pattern
of conversational interaction was typically enacted by teachers and pupils
in traditional classroom environment. In their model, the typical exchange
structure consists of the following moves: the teacher's initiation (I), pupils'
response (R), followed by the teacher's feedback (F). The teachers were also
found to be performing evaluates and frames. Evaluates can be described
as statements or comments included in the feedback made by the teacher on
the quality of the pupil's response, typical examples of teacher's evaluates are
expressions like good, ne, team point, yes, no. Frames precede the initiating
move and serve to indicate boundaries in the discourse. They are used by
the teacher to indicate changes in the exchange, e.g. now, right, ok (Berry,
1987).
The seminal work of Sinclair and Coulthard was based on classroom
discourse. For other works on institutional talk it is necessary to refer to
other sources. A key reference is Berry (1987) who has attempted to relate social roles to their `realization' in specic exchange structures. Berry
(1987) investigates the occurrence/non-occurrence of three features of ex-
CHAPTER 2. LITERATURE REVIEW
30
change structure, namely: three-move exchanges (initiation, response, feedback), evaluates, and frames in three types of social contexts: classroom
discourse, doctor-patient interviews and committee talks. Her ndings are
pertinent to our investigation since they show that `in dierent contexts,
dierent exchange structures have been noted and dierent types of moves
and acts have been associated with particular social roles' (Cloran, 1994,
p.357). Berry found that in classroom discourse, all three forms of discourse
tend to occur and they all occur in association with the role of the teacher.
In doctor-patient interviews, there are occurrences of three-move exchanges
initiated1 by doctors but there are no evaluates; and nally, in committee
talks, there are occurrences of frames associated with the role of the chairperson, but three-move exchanges tend not to occur and consequently there
are no evaluates since the third-move (feedback) is a sine qua non condition
for evaluates to be realized.
By drawing on elements of exchange structure it becomes possible to analyse the transitivity choices uttered by the Knower and the Informant not only
in terms of isolated examples of each process but also in sequence. This analysis of transitivity choices in sequence is primarily related to the rst part
`The third move (feedback) is normally either a low key utterance which is heard as
terminal, in which case the patient makes no further contribution to the exchange and the
doctor goes on to initiate a new exchange with a new question; or a high key utterance
which is heard as non-terminal. What is not typical of the third-moves of doctor-patient
exchanges is the high key utterance which is heard as terminal, i.e. the evaluate'. (Berry,
1987, p.48)
1
2.3. EXCHANGE STRUCTURE
31
of the thesis which investigates which process types were uttered by each
interactant and in which position in the exchange. An essential feature of
exchange structure is that it can be mapped onto power relations. Normally
the more dominant participant will tend to perform initiations whereas the
non-dominant participant will be more likely to assume the role of the respondent. This is true of two prototypical kinds of institutional interactions,
namely the classroom discourse and medical consultations (Berry, 1987; Sinclair and Coulthard, 1975).
This chapter has presented the theoretical backbone of the study. This
study is essentially an exploratory investigation of language use and power
relations in institutional interactions. Its main focus is on language choices
made at the level of the clause and analysed through the grammatical system of transitivity. Transitivity was chosen as an analytical model since
it can show the way interactants choose to represent themselves and others in the interaction (i.e. who does what to whom when why and how).
Such representation is likely to reect their asymmetrical relations and their
view of their unequal roles. Hopefully it will be an initial attempt to `locate ideology clearly in language' (Harris, 1994, p.158). Section 2.1 on the
Systemic-Functional Approach and Transitivity System provided a general
but essential view of the grammatical approach adopted in the investigation.
Section 2.2 on Institutional Talk outlined in more detail three key concepts,
namely institutional interaction and the roles of Knower and Informant. Sec-
32
CHAPTER 2. LITERATURE REVIEW
tion 2.3 introduced Exchange Structure which is a useful analytical tool for
the study since it allows for a sequential analysis of transitivity choices made
by the interactants within exchanges.
Chapter 3
Aims and Methods
3.1 Aims
This study aims at nding the dierences associated with the roles of the
Knower and the Informant in institutional interactions through transitivity
choices. This section presents the research questions and the hypotheses
which guided the study. The investigation of transitivity choices as reported
here consists essentially of two parts.
Part 1 concerns itself with the identication of dominant processes uttered
by each interactant and whether there are signicant dierences between the
two interactants regarding the use of processes. The identication of dominant processes will be carried out in two ways; rstly, each individual process
will be considered on its own; and secondly, the processes will be analysed
according to their position in the exchange. As mentioned previously in this
33
34
CHAPTER 3. AIMS AND METHODS OF THE STUDY
study, it is assumed that the Knower will be the dominant participant in the
interaction. There are a number of ways in which this dominance might be
hypothesized to aect the linguistic choices. One of these is that the Knower
may have the right to use a wider range of processes since he/she is in control of the interaction and has more freedom to explore the linguistic system.
One of the ways a full exploration of the linguistic system makes itself evident
is by allowing the Knower to discuss a wide range of topics. For instance,
the Knower is potentially less restricted to only discussing the Informant's
problem being able consequently to talk about other things as well. The Informant, on the other hand, being in the non-dominant position, is expected
to limit him/herself exclusively to describing his/her problems, restricting
therefore the range of process choices. In this sense, it is hypothesized that
the Knower will use a wider range of processes than the Informant.
In addition to knowing what processes are uttered by each interactant and
whether the interactants dier signicantly in their use of processes, it is also
necessary to know how the processes are distributed across the interaction
in a meaningful way. One of the ways in which interactions are organised
meaningfully is by participants engaging in a structured exchange. This
involves participating in a sequence of moves. A well-known model of the
structure of the exchange is the I-R-F model (Sinclair and Coulthard, 1975)
which divides the exchange into three basic moves: initiation (I), response
(R) and feedback (F). The relevant question to ask, at this point, is how
3.1. AIMS
35
processes uttered by the two interactants are distributed across moves.
The reason for describing the distribution of transitivity processes across
moves is that it is interesting to explore whether this distribution reects the
asymmetry of power between the two interactants. It is assumed that the
more dominant interactant will take control of the exchange, and it seems at
least possible that this will be reected by a tendency of the non-dominant
interactant towards responding with the same processes as those used by the
dominant interactant in the initiation. More specically, it is expected that
within the same exchange the Informant will follow the Knower's transitivity
choices by responding with the same process types used by the Knower in the
initiation. A suitable term to describe this tendency is transitivity control,
that is, the Knower exerts his/her dominant role by controlling the Informant's transitivity choices. This will be revealed by the Informant feeling
compelled to respond with the same transitivity choices introduced in the
initiation by the Knower.
The rst part of the study will help provide a prole of which processes
were uttered by each interactant and in which position in the exchange. This
constitutes the rst step of the investigation. The next step is to nd how
each interactant is spoken about. In order to know how each interactant
speaks about themself and the other, this study includes a second set of
research questions and hypotheses. This is referred to as Part 2 of the investigation. Specically Part 2 considers the many roles attributed to the
CHAPTER 3. AIMS AND METHODS OF THE STUDY
36
interactants in the course of the interaction. This relates to role projection,
that is, which transitivity roles each interactant ascribes to themself and the
other interactant. In simple terms, role projection is addressed by identifying
how each interactant talks about themself and the other.
The rst question asked in this second part of the study is a general one
and tries to identify which processes involve either interactant as participants.
In addition, it is also interesting to explore whether these processes reect the
dierence inherent in each interactant's social role. Such dierences between
interactants might be expressed by role projections in terms of who is talked
about most, in which role and by whom. Although the Knower is the socially
dominant participant in the interaction, it is expected that, due to the social
context and the nature of the interaction, the Informant will be projected
as involved in a more varied range of roles simply because he is the one
who will be talked about most by both interactants. This reects most
institutional type of interactions in Western cultures where the powerful and
dominant participant in the interaction (i.e. the Knower) is paid and socially
expected to help and spend a lot of his/her time talking about the nondominant participant (i.e. the Informant) and his/her problems. This is true
in the following situations: medical, solicitor and business consultations,
academic supervisions and police interviews. Yet, the dominant participant
still talks more and controls the course of the interaction and that shows
his/her dominance.
3.1. AIMS
37
Secondly, after having identied the processes that involve both interactants as participants and explored whether this reects their asymmetrical
relationship, it is relevant to know which roles the interactants are projected
as taking up in these processes in order to see whether these roles reect
the nature of their relationship. Since an agentive person is the dominant
person in any relationship, and since the Knower is the dominant participant
in the interaction, it is expected that the Knower will be projected in more
agentive roles than the Informant. A detailed discussion on agentivity will
be provided in Chapter 4 (cf. Figure 4.3, p.79).
Lastly, after the description of role projection for each interactant and the
discussion of agentivity, it seems relevant to know who projects the Knower
and the Informant in which roles and whether this diers depending on who
is speaking. The relevance derives from the fact that power relations might
be reected on the rights each interactant has to make role projections for the
other. In other words, it would be worth considering whether it is possible
that both Knower and Informant make role projections for themselves and
the other in the same way irrespective of their social dierences. It might
be claimed that any person who is in a hierarchically superior position, i.e.
the Knower, is allowed to make role projections for another person who
is in a hierarchically inferior position, i.e. the Informant, but the reverse
is socially unlikely. The Informant, in other words, is not conventionally
allowed to talk about the Knower in an institutional interaction. Therefore, it
CHAPTER 3. AIMS AND METHODS OF THE STUDY
38
is expected that the Knower, being the dominant interactant, will be allowed
to talk about and make role projections for both interactants, whereas the
Informant, being in a more socially constrained position, will only be allowed
to talk about and make role projections for himself.
In summary, the orientation of the investigation in Part 2 proceeds from
the identication of which processes involve the Knower and the Informant
as participants, followed by a description of which roles are ascribed to each
interactant. Part 2 ends by looking at in whose speech this projection of roles
is done. Each of these questions will be examined in terms of the dierences
across interactants because a major goal of this thesis is to investigate the
relationship between asymmetry of power and transitivity choices.
As a whole, this investigation, which is divided into two parts, is guided
by the following research questions and hypotheses:
Part 1:
1. Which are the dominant processes uttered by the Knower and the
Informant?
2. Are there signicant dierences in the dominant processes used by the
two interactants?
Hypothesis 1: The Knower will use a wider range of processes than the
Informant.
3. What is the distribution of processes across moves for the Knower and
the Informant?
3.1. AIMS
39
4. Are there signicant dierences across interactants in the distribution
of transitivity processes within individual moves?
Hypothesis 2: The Knower will control the Informant's transitivity choices
more than vice-versa.
Part 2:
5. Which are the processes that involve the Knower and the Informant
as participants?
6. Are there signicant dierences in the dominant processes involving
the two participants?
Hypothesis 3: The Informant will be projected as involved more than the
Knower in varied range of roles.
7. What roles are the interactants projected as taking up?
8. Are there signicant dierences in the dominant participant roles projected onto the two interactants, irrespective of who is speaking?
Hypothesis 4: The Knower will be projected as more agentive than the
Informant.
9. Who projects the Knower and the Informant in which roles?
10. Are there signicant dierences in the way roles are projected for
Knower and Informant in each interactant's speech?
Hypothesis 5: The Knower will project roles for himself and Informant,
the Informant will be projecting primarily his own role.
The next section will describe the data and the analytical framework of
CHAPTER 3. AIMS AND METHODS OF THE STUDY
40
the investigation.
3.2 Methods
This section presents the data and describes how it was analysed.
3.2.1 Data
The data selected for the study consist of 10 texts (cf. Figure 3.1) which
all comply with the features characteristic of Institutional Talk. These texts
were extracted from the spoken section of the British National Corpus (BNC).
In order to meet the required criteria for inclusion in the study, the texts
had to be authentic, naturally-occurring and non-edited dialogues within an
institutional context. These texts had to include a Knower and an Informant
performing their socially expected roles of the expert and client, respectively.
The texts from the BNC spoken corpus tted in this category.
text types
no. words
05 medical consultations
6,400
03 solicitor counselling interviews
7,669
02 business advisory interviews
8,091
total
22,160
no. processes
1,043 (32.4%)
1,129 (35.2%)
1,041 (32.4%)
3,213 (100%)
Figure 3.1: The data
Texts h5p, g5r, g5t, g5u and g5w had as interactants a doctor (i.e. the
Knower) and a patient (i.e. the Informant); texts jns, jnt and jnu had as
3.2. METHODS
41
interactants a solicitor (i.e. the Knower) and a client (i.e. the Informant); and
texts jnv and jnw had as interactants a business advisor (i.e. the Knower)
and a client (i.e. the Informant). Each text received a new name according to
its type. The medical consultations are referred to as doc texts, the solicitor
counselling interviews as sol texts and the business advisory interviews as
bus texts henceforth.
Figure 3.2 presents the detailed list of the texts used in this study along
with their original BNC label. The texts appear in the Appendix section.
texts bnc corpus
Doc1
Doc2
Doc3
Doc4
Doc5
Sol1
Sol2
Sol3
Bus1
Bus2
h5p
g5r
g5t
g5u
g5w
jns
jnt
jnu
jnv
jnw
Figure 3.2: The texts
3.2.2 Data Analysis
In order to carry out the investigation, each text was `tagged' in transitivity
terms as well as according to the exchange structure. The analysis involved
including category codes which consisted of type of process, speaker, partic-
42
CHAPTER 3. AIMS AND METHODS OF THE STUDY
ipant role and position in the exchange. The codes for the types of process
were as follows: fpr:matg for material, fpr:meng for mental, fpr:relg for
relational, fpr:verg for verbal, fpr:behg for behavioural and fpr:exig for existential processes. For instance, the code fpr:matg would mean that this
is a material process. Incomplete or elliptical non-reconstituted processes
were tagged as follows: fpr:incg for incomplete and fpr:ellg for elliptical processes. They were not included in the analysis since they could not contribute
for the transitivity analysis. However, elliptical reconstituted processes, on
the other hand, after having been clearly, contextually and unambiguously
traced back from the previous utterance were included. In the case of elliptical reconstituted processes, the following labels were used: fpr:ell/matg
for material, fpr:ell/meng for mental, fpr:ell/relg for relational, fpr:ell/verg
for verbal, fpr:ell/behg for behavioural and fpr:ell/exig for existential reconstituted processes. The codes for the speaker were either &&Knower&&
or &&Informant&&. The codes for participant roles followed Table 2.5
(p. 17), and depending on the participant role they appeared as follows:
%%k actor=i benef %% which means that the Knower is performing the role
of Actor and the Informant is the Beneciary. When neither of them was
involved as taking up a specic participant role, the following code was included: %%;%%. The codes for position in the exchange were as follows:
[ini] for initiation , [res] for response, [fee] for feedback, [fra] for frame or
[eva] for evaluate. In the specic case of responses, two categories were used:
3.2. METHODS
43
`response-maintain' [res:m], when the speaker maintained the same transitivity process from the previous initiation, or `response-change' [res:c], when
the speaker uttered a dierent process from the one produced by his/her
interactant's initiation.
Below is presented an illustration of the tagging system in an extract of
one of the texts from the corpus, namely jnt or Sol2 text. It must be stressed,
at this point, that all texts have been tagged for machine reading purposes
and therefore further coded examples of the texts will not be provided since
they were not intended to be read by humans. The extract of Sol2 text is
presented in three versions: the rst one shows the original BNC version;
the second one illustrates the way the texts have been manually coded for
statistical analysis; and in order for the reader to understand the coded
version a sample glossed version of the extract is also presented. The glossed
version spells out the information relating to each process. The processes to
which each set of information applies appear in uppercase.
Extract of BNC version of Sol2 text
<@=PS4G5> stands
for the solicitor's utterances
<@=PS4G6> stands for the client's utterances
<1> <2> <3> <4> represent the turns
<s n=063> <s n=064> ... are the sentence numbers
<1> <@=PS4G5> <s n=063> Did he ever use any violence on the
child __ towards the child?
<2> <@=PS4G6> <s n=064> Well he 's hit me while I 've had
my kid in my arms and <^^> __ quite a few times. <s n=065>
CHAPTER 3. AIMS AND METHODS OF THE STUDY
44
He's never actually gone __ to harm Ricky.
<3> <@=PS4G5> <s n=066> <pause dur=9> <vocal desc=sniff> Does
he work?
<4> <@=PS4G6> <s n=067> No. <vocal desc="clears throat">
Extract of coded version of Sol2 text:
<1> <@=PS4G5> <s n=063> Did he ever {pr:mat}&&Know&&%%;%%[ini]use
any violence on the child __ towards the child?
<2> <@=PS4G6> <s n=064> Well he 's {pr:mat}&&Info&&%%i_goal%%[res:m]
hit me while I 've {pr:rel}&&Info&&%%i_carrier%%[res:c]had my kid in
my arms and <^^> __ quite a few times. <s n=065> He's never actually
gone __ to {pr:mat}&&Info&&%%;%%[res:m]harm Ricky.
<3> <@=PS4G5> <s n=066> <pause dur=9> <vocal desc=sniff> Does he
{pr:mat}&&Know&&%%;%%[ini]work?
<4> <@=PS4G6> <s n=067> {pr:ell/mat}&&Info&&%%;%%[res:m]No.
<vocal desc="clears throat">
Glossed version of Sol2 text extract
Solicitor: Did he ever USE any
violence on the child ... towards
the child?
Client:
Well he 's HIT
me while
I 've HAD my kid in my arms
and (unclear) quite a few times.
He's never actually gone ... to
Ricky.
GLOSS:
PROCESS=MATERIAL
KNOWER=SPEAKER
NO KNOWER/INFORMANT ROLE
KNOWER=INITIATION
PROCESS=MATERIAL
INFORMANT=SPEAKER
INFORMANT=GOAL
INFORMANT=RESPONSE:MAINTAIN
PROCESS=RELATIONAL
INFORMANT=SPEAKER
INFORMANT=CARRIER
INFORMANT=RESPONSE:CHANGE
HARM
PROCESS=MATERIAL
INFORMANT=SPEAKER
NO KNOWER/INFORMANT ROLE
3.2. METHODS
45
INFORMANT=RESPONSE:MAINTAIN
Solicitor: (pause) (sniff)
WORK?
Client:
No.
Does
he
(clears throat)
PROCESS=MATERIAL
KNOWER=SPEAKER
NO KNOWER/INFORMANT ROLE
KNOWER=INITIATION
PROCESS=ELLIPTICAL/MATERIAL
INFORMANT=SPEAKER
NO KNOWER/INFORMANT ROLE
INFORMANT=RESPONSE:MAINTAIN
Although Halliday (1994b, p.179) claims that intonation and rhythm are
necessary elements of any grammatical interpretation of speech, those elements were left out of this analysis since they were not necessary for the
overall purpose of the present study. Rather, priority was given to a clause
by clause transitivity analysis of each text and to the `movement' of each
text shown by the sequence of turns.
Chapter 4
Results and Discussion
In this chapter the results for each research question are oered. They were
obtained by feeding the transitivity codes (cf. p.43) of each text into the
SPSS statistical system. The results appear in tables which include the
chi-square and p values (cf. Siegel, 1956) for each comparison. The chisquare and associated p values are shown for reference only and they will
not be discussed individually. The p value provides a measure of statistical
signicance which shows whether the observed distribution of frequencies
occurred by chance or not. Throughout this study a signicance value of
p.05 was adopted.
This chapter is divided into two parts. The rst one investigates which
processes were uttered by each interactant and in which position in the exchange. The second part is concerned with how each interactant speaks
about themself and the other. The chapter ends with a discussion of the
47
CHAPTER 4. RESULTS AND DISCUSSION
48
main ndings.
4.1 Part 1
This part concerns itself with the investigation of the use of specic transitivity processes by the Knower and the Informant throughout their interaction.
The aim of this part of the study is to verify whether role status and power
had an eect in the specic transitivity choices made by each interactant. In
order to conduct Part 1 of the study, transitivity analyses were carried out
in two ways: clause by clause and within exchanges. In this part, research
questions 1, 2, 3 and 4, as well as hypotheses 1 and 2 will be discussed.
As previously mentioned in the Data section (Figure 3.1, p.40), the processes in all of the ten texts in the corpus totalled 3,213 processes. A preliminary step in this investigation is to know how many processes were uttered
by each interactant. According to the data, the Knower clearly produced
signicantly more processes than the Informant throughout the texts in the
corpus. As Table 4.1 indicates, the Knower uttered 55.8% (1,792) of the
processes and the Informant 44.2% (1,421).
This information will be used as a basis for comparison with the results
of the remaining questions in this part of the study. More specically these
gures will function as baseline values (cf. p.51 for an explanation of the
concept) used in statistical tests for comparison across interactants of the
4.1. PART 1
49
Speaker
Frequency
knower
1,792 55.8%
informant 1,421 44.2%
Total
3,213 100%
2
42.839
p
.000
Table 4.1: Knower and Informant participation
frequencies of each individual process type uttered. But rstly, in addition
to knowing how many processes each interactant uttered, it is also necessary
to know which types of processes were uttered. This information is presented
under research question 1.
4.1.1 Research question 1: which are the dominant
processes uttered by the Knower and the Informant?
The number of individual processes uttered by each participant is displayed
in Table 4.2. There is a signicant dierence in the number of process types
uttered by each interactant. For the Knower, material processes were uttered the most frequently (46.9%), followed by relational (32.1%) and mental
(11.4%) processes, verbal (6.4%), existential (2.3%) and behavioural (0.9%)
processes were the three least spoken. For the Informant, material processes
were also the most frequently uttered ones (39.6%), followed by relational
(34.5%), mental (15.7%), verbal (7.5%), existential (1.6%) and behavioural
CHAPTER 4. RESULTS AND DISCUSSION
50
(1.1%).
processes
material
relational
mental
verbal
existential
behavioural
N
2
p
knower
840 46.9%
575 32.1%
205 11.4%
115 6.4%
41 2.3%
16 0.9%
1,792 100%
1868.978
.000
informant
563 39.6%
490 34.5%
223 15.7%
106 7.5%
23 1.6%
16 1.1%
1,421 100%
1191.888
.000
Table 4.2: Processes uttered by Knower and Informant
mental
cognition
perception
aection
N
2
p
knower
134 65.3%
39 19.0%
32 15.6%
205 100%
95.015
.000
informant
145 65.0%
36 16.1%
42 18.8%
223 100%
101.013
.000
Table 4.3: Breakdown of mental processes for Knower and Informant
The gures for mental processes were broken down into cognition, perception and aection types (cf. p.15 for a previous description of these three
subtypes of mental processes) since it would be interesting to know whether
and how the Knower and the Informant would dier in their use of mental
process subtypes. As Table 4.3 indicates, there is a signicant dierence in
the distribution of these types within each interactant's utterances. Mental
cognition processes were uttered the most by the Knower (65.3%) followed
4.1. PART 1
51
by perception (19%) and aection (15.6%) processes. The Informant also
uttered predominantly more mental cognition processes (65%) but, unlike
the Knower, the second most uttered mental process was aection (18.8%)
followed by mental perception processes (16.1%).
In summary, both Knower and Informant uttered all types of processes.
For both speakers, the ranking of process types was the same, namely from
the most to least uttered: material, relational, mental, verbal, existential and
behavioural processes.
Now that a comparison of the distribution of process types within each
interactant's utterances has been made, it is also necessary to compare the
frequencies of each individual process types across interactants.
A decision had to be taken as to what would be a suitable baseline value
for each participant, i.e. which values should be used to compare against
each interactant's utterances. Normally, one would expect that, if there were
no dierence between interactants, each one would have uttered 50% of the
total of each process type. However, given that it has been estimated that
the Knower produced 55.8% and the Informant produced 44.2% of the total
processes (cf. Table 4.1, p.49) each interactant is expected to have uttered a
similar proportion of any individual type of process. To illustrate the rationale
behind this argument, we can take the example of material processes. Since
the Knower produced 55.8% of the total processes, the Knower, therefore, is
expected to have uttered 55.8% of material processes. Similarly, since the
CHAPTER 4. RESULTS AND DISCUSSION
52
Informant produced 44.2% of the total processes, the Informant is therefore
expected to have uttered 44.2% of material processes.
Comparing the number of utterances of each process type against the total
number of processes uttered by each respective interactant is a more logical
approach than considering that each one produced half of each process type.
Therefore, the gures 55.8% and 44.2% were taken as the baseline values for
the Knower and the Informant respectively. These baseline values were used
in the statistical tests required to answer research question 2.
4.1.2 Research question 2: are there signicant dierences in the dominant processes used by the two
interactants?
According to Table 4.4, the Knower produced signicantly more (59.9%)
material processes than the Informant (40.1%). In relation to the baseline,
the Knower produced signicantly more (59.9%) than expected (55.8%) and
the Informant produced less (40.1%) than expected (44.2%).
speaker
observed frequency expected frequency
knower
840
59.9%
783
55.8%
informant 563
40.1%
620
44.2%
N
2
p
1,403
9.390
.00
100%
1,403
100%
Table 4.4: Knower and Informant use of material processes
4.1. PART 1
53
As regards relational processes, there was no signicant dierence between
interactants (cf. Table 4.5). Although the observed frequencies showed a
dierence between interactants, this dierence was not statistically signicant
by comparison with the baseline so, in this case, both the Knower and the
Informant produced as many relational processes as they were expected to.
speaker
observed frequency expected frequency
knower
575
54%
594
55.8%
informant 490
46%
471
44.2%
N
2
p
1,065
100%
1.456
.227 (ns)
1,065
100%
Table 4.5: Knower and Informant use of relational processes
For mental processes, the Informant produced signicantly more (52.2%)
than the Knower (47.8%) (cf. Table 4.6). The Knower produced many fewer
(47.8%) than he was expected to (55.8%) and the Informant, on the other
hand, produced many more (52.2%) than he was expected to (44.2%).
speaker
observed frequency expected frequency
knower
205
47.8%
239
55.8%
informant 223
52.2%
189
44.2%
N
2
p
428
10.953
.001
100%
428
100%
Table 4.6: Knower and Informant use of mental processes
CHAPTER 4. RESULTS AND DISCUSSION
54
In relation to verbal processes, there was no signicant dierence. Both
interactants produced as many verbal processes as expected when compared
to the baseline (cf. Table 4.7).
speaker
observed frequency expected frequency
knower
115
52%
123
55.8%
informant 106
48%
98
44.2%
N
2
p
221
100%
1.173
.279 (ns)
221
100%
Table 4.7: Knower and Informant use of verbal processes
Similarly, as for existential processes, the dierence again was not significant. The observed frequencies did not dier statistically from the baseline,
indicating that both interactants had a similar share of existential processes
(cf. Table 4.8).
speaker
observed frequency expected frequency
knower
41
64.1%
36
55.8%
informant 23
35.9%
28
44.2%
N
2
p
64
100%
1.587
.208 (ns)
64
100%
Table 4.8: Knower and Informant use of existential processes
4.1. PART 1
55
Behavioural processes followed the same trend as verbal and existential
processes did, that is, there was no signicant dierence from the baseline.
The Knower produced the same amount of behavioural processes as the Informant (cf. Table 4.9).
speaker
observed frequency expected frequency
knower
16
50%
18
55.8%
informant 16
50%
14
44.2%
N
2
p
32
100%
.508
.476 (ns)
32
100%
Table 4.9: Knower and Informant use of behavioural processes
To conclude, the answer for research question 2 is that, in general, there
were no signicant dierences in the dominant processes used by the two
interactants, with the exception of two processes: material and mental. The
Knower used material processes signicantly more than the Informant. On
the other hand, the Informant used mental processes signicantly more than
the Knower. Each interactant uttered the same amount of relational, verbal,
existential and behavioural processes as they were expected to by comparison
with the baseline.
Figure 4.1 presents a visual summary of the data referring to research
question 2. In the chart, the number of utterances of each interactant per
process type is provided together with each individual baseline. The process
types in which a statistically signicant dierence was obtained are marked
56
CHAPTER 4. RESULTS AND DISCUSSION
Figure 4.1: Knower and Informant actual and expected use of processes
(signicant dierences are shown by the symbol `*' next to the process type)
with an asterisk. They were material and mental processes. This means that
the Knower used signicantly more material processes whereas the Informant
used signicantly more mental processes.
At this point it is relevant to remind the reader that what has led to a
statistically signicant dierence is not the absolute distance between the
observed frequencies and the baseline, but the size of the dierence in real
terms as computed by the chi-square tests. For example, even though there is
a large separation between the baseline and the observed values for existential
processes, the actual dierence amounts to only ve processes (cf. Table
4.8, p.54). For material processes, on the other hand, the actual dierence
amounts to more than sixty processes (cf. Table 4.4, p.52). This is why
the use of a statistical test is essential otherwise one could be easily mislead
4.1. PART 1
57
by relying on the percentages only and ignoring the real numbers that these
percentages refer to.
4.1.3 Hypothesis 1: The Knower will use a wider range
of processes than the Informant.
This hypothesis was not conrmed. Neither interactant used a wider range of
process types than the other. Both used all process types (material, mental,
relational, verbal, existential and behavioural). The ranking of process types
within the speech of each interactant was the same (cf. Table 4.2, p. 50).
The only dierence between the interactants refers to the use of material and
mental processes.
The following extracts from Doc3, Bus2 and Sol1 texts illustrate the
varied range of process types produced by both interactants which tended to
repeat itself throughout the corpus. Each extract is accompanied by a gloss
which identies the types of process (in uppercase) being uttered by each
interactant. When analysing these utterances the wide variety of process
types produced by both participants becomes evident.
CHAPTER 4. RESULTS AND DISCUSSION
58
Doc 3 text
<Knower>: <s n=164> Smoking IS bad
for you of course but I mean
(interruption)
Process:relational
<Informant>: <s n=165>You (unclear)
r (unclear) you really THINK
I ought to STOP? <s n=166>
BE honest,
GIVE me a real
Process:mental
Process:material
Process:relational
Process:material
<Knower>: <s n=185> I'm not going
to TELL you
to Do anything,
that IS not what
I AM here for, but er
Process:verbal
Process:material
Process:relational
Process:relational
Bus2 text
<Knower>: Months , six months.
<s n=200> I AM glad you
SAID that cos if too many people
SAID they would have
gone on...STARTED business without
it they might DROP the scheme.
<Informant>: <s n=201> They might
DROP the scheme, yes yeah.
<s n=202> Mm __ ah __ I
SUPPOSE so. <s n=203> I
OBJECT to these <^^> things
actually on principal .
Process:relational
Process:verbal
Process:verbal
Process:material
Process:material
Process:material
Process:mental
Process:mental
<Knower> <s n=204> I I <^^>
<Informant> <s n=205> I 've refused
to DO them for Notts County Council
...on occasions. <s n=206> I could
I could prefer not to SAY,
could n't I ?
<Knower> <s n=207> Yeah you could
have DONE.
Process:material
Process:verbal
Process:verbal
4.1. PART 1
59
Sol1 text
<Informant>: <s n=249> No.
<s n=250> I've not CONTACTED them.
<s n=251> I mean I SUPPOSE
I could CONTACT them
and SAY yeah
I 'll TAKE that.
<Knower>:<s n=252> I THINK you 've
got to BE careful how
you WORD the letter on that
because what I don't WANT you
to DO
is
to SAY yes okay and
then FIND you
are BLOCKED on an industrial
tribunal application.
<Informant>: <s n=253>
Process:material/verbal
Process:mental
Process:material/verbal
Process:verbal
Process:material
Process:mental
Process:relational
Process:verbal
Process:mental
Process:material
Process:relational
Process:verbal
Process:mental
Process:material
Mm.
The way the interactants behaved linguistically in the course of the unfolding of their conversation was another point to be investigated. The distribution of processes across moves in their exchanges was analysed and the
ndings are presented in research questions 3 and 4.
4.1.4 Research question 3: what is the distribution of
processes across moves for the Knower and the
Informant?
In order to answer this question, the number of utterances for each interactant
across the moves of the exchange structure was rst counted (cf. Table 4.10).
The overwhelming majority of processes uttered by the Knower occurred in
initiations (87.1%) followed by responses (10.8%) and feedback (2%). On
CHAPTER 4. RESULTS AND DISCUSSION
60
the other hand, the majority of the Informant's processes were uttered in
responses (63.1%), followed by initiations (36.7%) and feedback (0.2%). The
number of Frame and Evaluate moves was negligible. Thus, while the Knower
used most of his/her processes to initiate an exchange, the Informant used
his/her processes to respond. The processes used in feedback were almost
entirely uttered by the Knower (92.1%). The Informant uttered only 7.9%
of the processes in this move.
knower
initiation 1,560
(75%)
response
(17.8%)
(87.1%)
194
(10.8%)
feedback 35
(2%)
frame
1
(0.1%)
evaluate 2
(0.1%)
N
1,792
(100%)
2
971.803
p
.0000
(92.1%)
(100%)
(100%)
informant
521
(36.7%)
897
(63.1%)
3
(0.2%)
0
(0%)
0
(0%)
1,421
(100%)
(25%)
n
2,081 (100%)
(82.2%) 1,091 (100%)
(7.9%)
38
(100%)
(0%)
1
(100%)
(0%)
2
(100%)
Table 4.10: Distribution of processes across moves for Knower and Informant
4.1. PART 1
61
4.1.5 Research question 4: are there signicant dierences across interactants in the distribution of
transitivity processes within individual moves?
In relation to each other the Knower produced 75% of the initiations to
the Informant's 25%. In responses the reverse was true: only 17.8% were
uttered by the Knower while 82.2% were uttered by the Informant. This
conrms the general pattern found in answer to research question 3, namely
that processes used in initiations were mostly uttered by the Knower whereas
processes uttered in responses were in their majority produced by the Informant. The basic exchange structure in the corpus therefore consists of an
initiation by the Knower followed by a response by the Informant. This pattern of exchange structure conrms previous research studies (Tannen and
Wallat, 1986; Agar, 1985) which have shown that the Knower produces more
initiations and that he/she does so as a conversational strategy to control
the interaction. Because the focus is on what happens within each exchange,
there is a possibility that each process used in a response move can be either
similar or dierent from one in the preceding initiation. This distinction
will form the basis for the investigation of Transitivity Control which may
indicate whether the Knower, being the dominant interactant and the one
who initiates more in the exchange, can control the Informant's transitivity
choices in the response (see page 35 for previous discussion).
As previously explained in Chapter 3 - Section 3.2.2 (p.41), the processes
CHAPTER 4. RESULTS AND DISCUSSION
62
in the response move were classied as either maintain or change. A responsemaintain process is one which is of the same type as one in the preceding
initiation; a response-change process, in turn, is one which is of a dierent
type from any of the processes uttered in the preceding initiation. In terms
of responses in the corpus the Knower changes the processes more (51.5%)
than he maintains them (48.5%) and the same happens with the Informant,
he changes processes more (60%) than he maintains them (40%) (cf. Table
4.11).
response: maintain 94
response: change
N
2
p
knower
informant
n
(20.8%) 359
(79.2%) 453 (100%)
(48.5%)
(40%)
100
(15.7%) 538
(84.3%) 638 (100%)
(51.5%)
(60%)
194
(17.8%) 897
(82.2%) 1091 (100%)
(100%)
(100%)
4.329
.0375
Table 4.11: Breakdown of responses by Knower and Informant
In terms of transitivity control, Table 4.11 indicates that the number of
processes uttered by the Informant are greater than those uttered by the
Knower regardless of the kind of response in which they appear. Of the total
of response-maintain processes 79.2% were uttered by the Informant; likewise
the Informant uttered 84.3% of the response-change processes.
4.1. PART 1
63
4.1.6 Hypothesis 2: The Knower will control the Informant's transitivity choices more than vice-versa.
Based on the ndings, there was no transitivity control from the part of
the Knower to the Informant, since both interactants changed transitivity
processes signicantly more than they maintained them. The following extracts from Doc4, Sol2 and Bus2 texts illustrate this claim. These examples show cases of lack of transitivity control even in situations where a `response:maintain' type from the part of the Informant would seem the more
obvious choice.
Doc4 text
<Knower> <s n=115> Okay. <s n=116>
er nineteen aren't you?
Now you are now
<Informant> <s n=117> I'm going to a university
(Informant's unmarked answer:
Yes, I am [nineteen])
Sol2 text
<Knower> <s n=056>
Erm are you expecting a problem from him?
<Informant> <s n=057> that' s why I was advised to come
and do this?
(Informant's unmarked answer: Yes, I am [expecting a problem])
<Knower> <s n=058> Right, what are you expecting to happen?
CHAPTER 4. RESULTS AND DISCUSSION
64
Bus2 text
<Knower> <s n=574> Yeah, yes. <s n=575> And does it give
an address or (unclear) ?
<Informant> <s n=576> I think it was nearly your ... your
area ....
(Informant's unmarked answer: Yes, it does [give an address])
<Knower> <s n=577> Mm.
<Informant> <s n=578> office of course ...
4.2 Part 2
Part 2 of this study will investigate how the interactants project themselves
and the other in the interaction. The aim of this part of the study is to check
how they are talked about or involved in dierent processes, in other words,
whether they project dierent pictures of themselves. In order to conduct
this part of the investigation, research questions 5, 6, 7, 8, 9 and 10 will be
discussed in conjunction with hypotheses 3, 4 and 5.
Firstly of all, it is necessary to estimate how many times each interactant
was involved in all interactions. This is shown in Table 4.12.
Speaker
Frequency
knower
415 26.8%
informant 1,136 73.2%
Total
1,551 100%
p
.000
Table 4.12: Knower and Informant involvement
4.2. PART 2
65
Paradoxically, although it was the Knower who was found to have uttered
more process types (55.8%) than the Informant (44.2%) (cf. Table 4.1, p.49),
in terms of involvement it was the Informant who was talked about most.
These gures clearly show a dramatic dierence in the degree of involvement of both interactants. As the table indicates the Informant was involved
considerably more than the Knower. Of the 1,551 processes in which there
was mention of at least one of the interactants, 1,136 (73.2%) were processes
which involved the Informant, whereas 415 (26.8%) were processes that involved the Knower as participants.
It must be stressed that the total of 1,551 processes refers to the number
of times that any of the two interactants was mentioned as taking up one of
the possible transitivity roles. As presented previously in Figure 2.5 (p.17),
the possible roles are of Actor, Goal, Beneciary, Senser, Phenomenon, Carrier, Attribute, Identier, Identied, Sayer, Receiver, Target, Existent or
Behaver. This total excludes processes in which neither of the two interactants was mentioned as participants. Therefore, it diers from the total of
3,213 processes quoted previously in Table 4.1 (p.49) which refers to the total
number of processes which were uttered by the Knower or the Informant in
all interactions. Now that the number of processes involving each interactant
has been estimated, the next step is to identify in which process types each
interactant was mentioned. This will be addressed under research question
5.
CHAPTER 4. RESULTS AND DISCUSSION
66
4.2.1 Research question 5: which are the processes
that involve the Knower and the Informant as
participants?
As Table 4.13 indicates, the Knower was involved mostly in material (52%)
followed by mental (28%), verbal (11.1%), relational (8.7%) and behavioural
(0.2%) processes. The processes in which the Informant was involved mostly
were also material processes (53.8%) followed by mental (19.1%), relational
(18.4%), verbal (7%) and behavioural (1.8%) processes. Essentially their
participation varied across processes but both appeared most in material
processes (Knower: 52% and Informant: 53.8%).
processes
material
mental
verbal
relational
behavioural
N
2
p
knower
216 52.0%
116 28.0%
46 11.1%
36 8.7%
1 0.2%
415 100%
350.361
.000
informant
611 53.8%
217 19.1%
79 7.0%
209 18.4%
20 1.8%
1,136 100%
935.884
.000
Table 4.13: Processes involving Knower and Informant
It is now necessary to know whether there were signicant dierences
across interactants for involvement in individual process types.
As in Part 1 of the investigation, now there is a need to establish the
expected amount of involvement of each interactant . Again, if there were
no dierences between interactants, one would expect that each interactant
4.2. PART 2
67
would account for 50% of the involvement for each process. However, a more
realistic approach in this case is to consider the fact that the involvement for
the Informant accounts for nearly 34 of the total of interactants' involvement
whereas for the Knower it accounts for only 14 . Therefore, the expected
amount of involvement for individual processes should reect this unequal
distribution. In this manner, the expected amount of involvement for the
Knower is estimated at 26.8% for any particular process type while that for
the Informant is estimated at 73.2% (cf. Table 4.12). These values will be
referred to as the baselines for each interactant in the discussion of research
questions 6 and 8.
4.2.2 Research question 6: are there signicant differences in the dominant processes involving the
two interactants?
In material processes, as shown in Table 4.14, the expected dierence between interactants was maintained. This is shown by the non-signicant p
value which indicates that the involvement of each interactant did not vary
signicantly from the baseline. The Informant therefore, as expected, appeared much more involved in material processes (73.9%) than the Knower
(26.1%).
CHAPTER 4. RESULTS AND DISCUSSION
68
speaker
observed frequency expected frequency
knower
216
26.1%
222
26.8%
informant 611
73.9%
605
73.2%
N
p
827
100%
0.6377 (ns)
827
100%
Table 4.14: Knower and Informant involvement in material processes
In mental processes, as Table 4.15 indicates, there was a dierence between the interactants. Here the dierence relates to the Knower being signicantly more involved (35%) than was expected from the baseline (26.8%).
speaker
observed frequency expected frequency
knower
116
35%
89
26.8%
informant 217
65%
244
73.2%
N
p
333
.0001
100%
333
100%
Table 4.15: Knower and Informant involvement in mental processes
Similarly, in verbal processes, as shown in Table 4.16, there was a difference between interactants. As in mental processes, this dierence relates
to an increase in the share of Knower's involvement (from 26.8% to 36.8%)
accompanied by a decrease in the Informant's involvement (from 73.2% to
63.2%) compared to the baseline.
4.2. PART 2
69
speaker
observed frequency expected frequency
knower
46
36.8%
33
26.8%
informant 79
63.2%
92
73.2%
N
p
125
.008
100%
125
100%
Table 4.16: Knower and Informant involvement in verbal processes
In relational processes (cf. Table 4.17) there was a dierence between
interactants in that the distance between them increased from the baseline
rather than decreased as in the case of mental and verbal processes. The
share of the Informant's involvement increased to 85.3% from the baseline
while, at the same time, the share of the Knower's involvement was reduced
to 14.7%. In this way, the Informant was projected much more than the
Knower in relational processes.
speaker
observed frequency expected frequency
knower
36
14.7%
66
26.8%
informant 209
85.3%
179
73.2%
N
p
245
.000
100%
245
100%
Table 4.17: Knower and Informant involvement in relational processes
In behavioural processes (cf. Table 4.18) there was a similar change in
the share of involvement of each interactant. The Knower was signicantly
less involved (4.8%) whereas the Informant was signicantly more involved
(95.2%) than the baseline. In other words, the Informant was involved much
CHAPTER 4. RESULTS AND DISCUSSION
70
more in behavioural processes than the Knower. However, the number of
instances is very small and not much can be concluded from this dierence.
speaker
observed frequency expected frequency
knower
1
4.8%
6
26.8%
informant 20
95.2%
15
73.2%
N
p
21
.016
100%
21
100%
Table 4.18: Knower and Informant involvement in behavioural processes
In order to provide a general view of the amount of involvement across
interactants, a chart was prepared which summarizes the information presented in Tables 4.14 to 4.18. Figure 4.2 provides the information of how
much each interactant was actually involved and how much each one was
expected to be involved in each process (the baseline). It shows that the
Knower was involved slightly more in mental and verbal processes than his
baseline while, for relational and behavioural processes, the Informant was
involved considerably more than the baseline.
To conclude, the answer for research question 6 is that the Informant was
signicantly more projected as involved in the processes than the Knower.
In other words, the Informant was clearly talked about more in all processes.
4.2. PART 2
71
Figure 4.2: Knower and Informant actual and expected involvement in process (the signicant dierences are shown by the symbol `*' next to the
process type)
4.2.3 Hypothesis 3: The Informant will be projected
as involved more than the Knower in a varied
range of roles.
The hypothesis was validated since the Informant was clearly talked about
more in all processes. This nding seems to correlate with the overwhelming
dierence in the degree of overall involvement by both participants where the
Informant appeared involved 73.2% which is nearly 34 of the total amount
of involvement whereas the Knower was estimated to be involved 26.8% or
only 14 of this total. The following extracts from Doc 3, Doc 4, Sol 2 and
Bus 1 texts illustrate the Informant being projected in a wide variety of
transitivity roles by both interactants. Accompanying each extract is a gloss
for participant role which is aimed at helping the reader perceive the tendency
CHAPTER 4. RESULTS AND DISCUSSION
72
towards projecting the Informant more and in a varied range of roles.
Doc3 text
<Informant> <s n=202> Do you think
I ought to take anything or?
Participant Roles:
Knower as Senser
Informant as Actor
<Knower> <s n=203> No I don't think
you need to take anything at all.
<s n=204> You've got the Diazepam
if you need them ...
Knower as
Informant
Informant
Informant
Senser
as Actor
as Carrier
as Senser
<Knower> <s n=155> And er he can
introduce that. <s n=156> You'll
probably find
when you register
you're invited
to go along for
a new patient medical anyway,
and all sorts of things like that.
Informant
Informant
Informant
Informant
as
as
as
as
Doc4 text
Senser
Actor
Receiver
Actor
<Informant> <s n=157> Right.
Sol2 text
<Knower> <s n=061> Why do you think
that he said said to court he was
gonna go for (unclear) ?
Informant as Senser
<Informant> <s n=062> I don't know
it 's just ... I think
he 's trying to make me
out as a bad mother (unclear)
Informant as Senser
Informant as Senser
Informant as Goal
<Knower> <s n=043> And you have you
own organ do you?
<s n=044> Or
Informant as Carrier
Bus1 text
<Informant> <s n=045> No I 've
(unclear) go (unclear) I 've got
access to several in (place name)
Informant as Carrier
<Knower> <s n=046> Right. <s n=047>
A cathedral organ or ...
<Informant> <s n=048> Yes yeah.
<Knower> <s n=049> Do you play in
the cathedral yourself or?
Informant as Actor
4.2. PART 2
73
The next step is to see how the Informant and the Knower were talked
about, that is, in which roles they were represented as participants. Research
question 7 should provide the answer.
4.2.4 Research question 7: what roles are the interactants projected as taking up?
As Table 4.19 indicates, the Knower was most often projected as taking up
the roles of Actor (42%), followed by Senser (28%) and Sayer (10.6%). The
involvement of the Knower in the other roles was marginal. The main role
in which the Informant was involved was also as Actor (41.7%), followed by
Senser (19%) and Carrier (18.4%). The Informant's involvement in the other
roles was minimal.
processes roles
material
actor
goal
beneciary
mental
senser
phenomenon
verbal
sayer
receiver
relational carrier
behavioural behaver
N
2
p
178
18
20
116
knower
42.0%
4.3%
4.8%
28.0%
informant
474
80
57
216
1
44
10.6% 65
2
0.5% 14
36
8.7% 209
1
0.2% 20
415
100% 1,136
531.525
1474.349
.000
.000
41.7%
7.0%
5.0%
19.0%
0.1%
5.7%
1.2%
18.4%
1.8%
100%
Table 4.19: Projection of Knower and Informant in all processes
CHAPTER 4. RESULTS AND DISCUSSION
74
Having found the major and minor roles in which each interactant was
involved, it is now pertinent to investigate whether there are signicant differences across interactants for each individual role projection. This investigation is carried out under research question 8.
In the comparisons needed to answer research question 8 the expected
baseline values will be those which were employed previously in research
question 6, namely 73.2% for the Informant and 26.8% for the Knower (see
p.66 for an explanation of the application of the baseline).
4.2.5 Research question 8: are there signicant dierences in the dominant participant roles projected
onto the two interactants, irrespective of who is
speaking?
Roles in material processes
Actor The Informant was projected more as Actor (72.7%) than the Knower
(27.3%)(cf. Table 4.20). There was thus no statistically signicant dierence
between their actual projection as Actor and the baseline.
speaker
observed frequency expected frequency
knower
178
27.3%
175
26.8%
informant 474
72.7%
477
73.2%
N
p
652
100%
.719 (ns)
652
100%
Table 4.20: Knower and Informant as Actor
4.2. PART 2
75
Goal The Informant was projected more (81.6%) than the Knower (18.4%)
as Goal (cf. Table 4.21). As in the case of Actor, the basic proportions were
maintained and thus there was no statistically signicant dierence between
their actual projection as Goal and the baseline.
speaker
observed frequency expected frequency
knower
18
18.4%
26
26.8%
informant 80
81.6%
72
73.2%
N
p
98
100%
.067 (ns)
98
100%
Table 4.21: Knower and Informant as Goal
Beneciary As in the case of the other material roles, the Informant was
projected more as Beneciary (74%) than the Knower (26%). Because the
observed frequencies were nearly identical to the baseline there was no statistical dierence (cf. Table 4.22).
speaker
observed frequency expected frequency
knower
20
26%
21
26.8%
informant 57
74%
56
73.2%
N
p
77
100%
.798 (ns)
77
100%
Table 4.22: Knower and Informant as Beneciary
CHAPTER 4. RESULTS AND DISCUSSION
76
Roles for mental processes
Senser As expected, the Informant was projected more (65.1%) as Senser
than the Knower (34.9%). However, there was a statistical dierence which
showed that the Knower's projection as Senser was greater than expected
from the baseline, while the Informant's projection was less (cf. Table 4.23).
The comparison of the projections for the role of Phenomenon was not
carried out since it appeared only once across the whole data. Therefore, no
legitimate comparison could be made.
speaker
observed frequency expected frequency
knower
116
34.9%
89
26.8%
informant 216
65.1%
243
73.2%
N
p
332
.001
100%
332
100%
Table 4.23: Knower and Informant as Senser
Roles in verbal processes
Sayer Similarly to the role of Senser, the Informant was projected more
(59.6%) as Sayer than the Knower (40.4%) but with a statistical dierence
which showed that the Knower's projection as Sayer was greater than expected from the baseline, while the Informant's projection was less (cf. Table
4.24).
4.2. PART 2
77
speaker
observed frequency expected frequency
knower
44
40.4%
29
26.8%
informant 65
59.6%
80
73.2%
N
p
109
.001
100%
109
100%
Table 4.24: Knower and Informant as Sayer
Receiver The Informant was involved more (87.5%) than the Knower (12.5%)
as Receiver. However, because of the small number of occurrences there was
no deviation from the baseline as indicated by the lack of statistical signicance (cf. Table 4.25).
speaker
observed frequency expected frequency
knower
2
12.5%
4
26.8%
informant 14
87.5%
12
73.2%
N
p
16
100%
.197 (ns)
16
100%
Table 4.25: Knower and Informant as Receiver
Role in relational processes
Carrier The Informant was projected more (85.3%) than the Knower (14.7%)
as Carrier. The share of the Informant's projection as Carrier increased signicantly from the baseline (cf. Table 4.26).
CHAPTER 4. RESULTS AND DISCUSSION
78
speaker
observed frequency expected frequency
knower
36
14.7%
66
26.8%
informant 209
85.3%
179
73.2%
N
p
245
.000
100%
245
100%
Table 4.26: Knower and Informant as Carrier
Role in behavioural processes
Behaver The Informant was projected as Behaver much more (95.2%) than
the Knower (4.8%). The size of the dierence between the two means that
this is statistically signicant despite the small number of occurrences (cf.
Table 4.27).
speaker
observed frequency expected frequency
knower
1
4.8%
6
26.8%
informant 20
95.2%
15
73.2%
N
p
21
.023
100%
21
100%
Table 4.27: Knower and Informant as Behaver
The answer for research question 8 is, therefore, that there are dierences
in the participant roles projected onto the two interactants. As expected
from the result for all processes (cf. Table 4.13, p.66), the Informant was
projected or involved much more than the Knower in all roles. In terms of
the appearance of the two interactants in specic roles, the Knower appeared
signicantly more involved in the roles of Senser and Sayer than was expected,
4.2. PART 2
79
and was signicantly less involved in the roles of Carrier and Behaver than
expected. On the other hand, by contrast, the Informant appeared significantly less involved in the roles of Senser and Sayer than was expected,
and was signicantly more involved in the roles of Carrier and Behaver than
expected.
4.2.6 Hypothesis 4: The Knower will be projected as
more agentive than the Informant.
In regard to which transitivity roles are considered more or less agentive, a
cline was created in order to provide a clearer view of the concept of agentivity
including all the dierent transitivity roles presented in the study. This is
shown in Figure 4.3.
Figure 4.3: Cline of agentivity of transitivity roles
It is assumed that, if all transitivity roles were represented on a scale,
the Actor, being the one who `does the deed or performs the action' (Eggins,
1994, p. 231), would be the most agentive whereas Goal, being the `partic-
CHAPTER 4. RESULTS AND DISCUSSION
80
ipant at whom the process is directed to' (Eggins, 1994, p. 231), would be
the least agentive. Following the role of Actor there are the roles of Sayer,
Behaver and Senser as the most agentive roles. The role of Sayer concerns
someone who is `responsible for the verbal process .... and capable of putting
out a signal' (Eggins, 1994, pp.251-252), the role of Behaver involves someone who `expresses a form of doing that does not usually extend to another
participant' (Eggins, 1994, p. 250) and the role of Senser invokes someone
who `feels, thinks or perceives' (Eggins, 1994, p.242). Carrier (the one who
is assigned an attribute) would come in the middle of the scale. The roles
of Phenomenon, Beneciary and Receiver would precede the role of Goal as
the least agentive roles. Phenomenon involves `that which is thought, felt
or perceived by the ... Senser' (Eggins, 1994, p.243), Beneciary concerns
someone to whom or `for whom something is done' (Eggins, 1994, p.235)
and Receiver relates to someone `to whom the verbal processes is directed'
(Eggins, 1994, p. 252).
When applying the cline of agentivity (cf. Figure 4.3) to the observed
role projection for each interactant, a decision had to be made as to how
to rank the interactant's projections by process types. The rst option was
to use the gures for distribution of projection in all processes (cf. Table
4.19, p.73). However, this would show both interactants being projected in
roughly the same order of roles simply because the frequency of each individual role is dierent. For instance, the frequency of role projection as Actor
4.2. PART 2
81
accounts for nearly 40% of all role projections regardless of which interactant
is portrayed in this role. Similarly, the frequency of role projection as Senser
is between 20% and 30% of all role projections. This is because these two
roles are the most frequent ones in the interactions. A more appropriate
option would be to consider each role separately, thus allowing for an even
comparison between roles for both interactants. In addition, this makes it
possible to represent visually the frequency of role projection in the same
cline of agentivity presented previously.
In order to represent agentivity visually, a chart (cf. Figure 4.4) was
created based on the ranking of the projection of each interactant across
individual roles. The chart is organised as follows: at the bottom appears
the cline of agentivity containing the individual roles arranged from the most
to the least agentive; on the left is a ranking of frequency ranging from the
most (1) to the least (8) frequent item. The information used to plot each
interactant's role projection onto the cline of agentivity was extracted from
Tables 4.20 to 4.27 (pp. 74 - 78).
The ranking of role projection frequencies for the Knower is as follows: (1)
Sayer (40.4%), (2) Senser (34.9%), (3) Actor (27.3%), (4) Beneciary (26%),
(5) Goal (18.4%), (6) Carrier (14.7%), (7) Receiver (12.5%) and (8) Behaver
(4.8%). The ranking of role projection frequencies for the Informant is as
follows: (1) Behaver (95.2%), (2) Receiver (87.5%), (3) Carrier (85.3%), (4)
Goal (81.6%), (5) Beneciary (74%), (6) Actor (72.7%), (7) Senser (65.1%)
CHAPTER 4. RESULTS AND DISCUSSION
82
and (8) Sayer (59.6%).
Knower's and Informant's cline of agentivity
1
Ranking
2
3
Trend line for Informant
4
knower
5
informant
6
Trend line for Knower
7
goal
receiver
benef
carrier
senser
behaver
sayer
actor
8
Cline of agentivity
Figure 4.4: Knower's and Informant's cline of agentivity
The chart shows that the ranking of role projection for the Knower tends
to be higher on the more agentive end of the cline whereas for the Informant
the ranking of role projection tends to be higher on the least agentive end
of the cline. These contrasting clines of agentivity are also illustrated by
each interactant's trend line. The trend lines were computed by calculating
simple linear regression (Wimmer and Dominick, 1991, pp. 250-254) of the
relationship between ranking and role agentivity. The straight lines actually
represent the closest position to all data points for each speaker and therefore
they reect the general direction or trend of each interactant's agentivity.
Thus, this suggests that the Knower is projected as being more agentive
4.2. PART 2
83
than the Informant, which conrms hypothesis 8.
The extracts from Doc 5, Sol1 and Bus2 texts illustrate how the Knower
is projected as more agentive than the Informant in the interaction. The
examples from these varied text types show the Knower being projected most
as Actor and Senser whereas the Informant is mostly projected as Beneciary
and Goal
Doc5 text
Interestingly, the very rst utterance of the Knower in this interaction
(e.g.
<Knower><s n=001>)
seems to reect clearly the asymmetry of power
between both interactants, that is, the Knower already places him/herself as
the doer and the Informant as the recipient of the action. This is all the more
interesting because this particular utterance is typical of all interactions of
this type.
<Knower> <s n=001> What can
I do for you today?
<Knower> <s n=143> they feel well
or not. <s n=144> I think to
start off with we'll just
give you something to
relieve the symptoms
Participant role:
Knower as Actor
Informant as Beneficiary
Knower as Senser
Knower as Actor
Informant as Beneficiary
Sol1 text
<Knower> <s n=280> So at the
moment with the earning ...
that they paid you up to date
two hundred and fifty quid I
can't give you reduced advice
Informant as Beneficiary
Knower as Actor
Informant as Beneficiary
CHAPTER 4. RESULTS AND DISCUSSION
84
under the legal aid system at
the moment because you 're still
being paid.
<Knower> <s n=310> Erm er
basically I'm going to (unclear)
h (unclear) have to boot you out
because I 've got somebody else
waiting for me .
Informant as Beneficiary
Knower as
Informant
Knower as
Knower as
Actor
as Goal
Carrier
Goal
<Informant> <s n=311> Right that's fine.
Bus2 text
<Knower> <s n=014> we 've
actually got the the letter
back saying, Yes we can sign
Knower as Carrier
Knower as Actor
<Informant> <s n=015> Yeah.
<Knower> <s n=016> you __ onto
the scheme. <s n=017>
Right, okay ... like ... schemes
there is quite a bit of paper
work to do
Informant as Goal
<Informant> <s n=018> Okay.
In research question 9, the aim was to see in whose speech this role projection happened, i.e. who projects the Knower and the Informant in which roles
(as Actor, Goal, Beneciary, Senser, Phenomenon, Sayer, Receiver, Carrier
and Behaver)?
4.2.7 Research question 9: who projects the Knower
and the Informant in which roles?
According to Table 4.28 it was possible to see that the Knower projected
the Informant signicantly more often (60.1%) than himself/ herself (39.9%).
4.2. PART 2
roles
actor
goal
beneciary
senser
phenomenon
sayer
receiver
carrier
behaver
N
85
about knower about info
162
13
19
100
0
39
2
31
1
367
(42.2%)
(35.1%)
(46.3%)
(41.5%)
(0%)
(50.6%)
(16.7%)
(23.1%)
(10.0%)
(39.2%)
222
24
22
141
0
38
10
103
9
569
(57.8%)
(64.9%)
(53.7%)
(58.5%)
(0%)
(49.4%)
(83.3%)
(76.9%)
(90.0%)
(60.1%)
384
37
41
241
0
77
12
134
10
936
n
(100%)
(100%)
(100%)
(100%)
(0%)
(100%)
(100%)
(100%)
(100%)
(100%)
p
.002
.071 (ns)
.639 (ns)
.008
.909 (ns)
.021
.000
.011
.000
Table 4.28: Projection by Knower
The Knower projected the Informant signicantly more as Actor, Senser,
Receiver, Carrier and Behaver as indicated by the p value resulting from the
calculation of chi-square tests. In the roles of Goal, Beneciary and Sayer,
both interactants in the Knower's speech were projected in the same amount.
As Table 4.29 suggests the Informant projected himself signicantly more
often (92.2%) than he projected the Knower (7.8%). The Informant also
projected himself signicantly more often in roughly the same proportion for
all roles in which the chi-square statistic could be computed.
Finally, it was necessary to know whether there were signicant dierences in the way each interactant was projected by himself and the other
interactant. The answer for this question is presented under research question 10.
CHAPTER 4. RESULTS AND DISCUSSION
86
roles
actor
goal
beneciary
senser
phenomenon
sayer
receiver
carrier
behaver
N
about knower about info
16
5
1
16
0
5
0
5
0
48
(6.0%)
(8.2%)
(2.8%)
(17.6%)
(0%)
(15.6%)
(0%)
(4.5%)
(0%)
(7.8%)
252
56
35
75
1
27
4
106
11
567
(94.0%)
(91.8%)
(97.2%)
(82.4%)
(100%)
(84.4%)
(100%)
(95.5%)
(100%)
(92.2%)
256
61
36
91
1
32
4
111
11
615
n
(100%)
(100%)
(100%)
(100%)
(100%)
(100%)
(100%)
(100%)
(100%)
(100%)
p
.000
.000
.000
.000
.000
.000
.000
Table 4.29: Projection by Informant
4.2.8 Research question 10: are there signicant dierences in the way roles are projected for Knower
and Informant in each interactant's speech?
roles
actor
goal
beneciary
senser
sayer
receiver
carrier
behaver
N
by knower
162
13
19
100
39
2
31
1
367
(91.0%)
(72.2%)
(95.0%)
(86.2%)
(88.6%)
(100%)
(86.1%)
(100%)
(88.4%)
by info
16
5
1
16
5
0
5
0
48
(9.0%)
(27.8%)
(5.0%)
(13.8%)
(11.4%)
(0%)
(13.9%)
(0%)
(11.6%)
178
18
20
116
44
2
36
1
415
n
(100%)
(100%)
(100%)
(100%)
(100%)
(100%)
(100%)
(100%)
(100%)
p
.000
.059 (ns)
.000
.000
.000
.000
.000
Table 4.30: Projection of Knower
Table 4.30 shows the projection of Knower in individual roles in the speech
of each interactant. According to this table, the Knower was projected by
himself much more (88.4%) than by the Informant (11.6%). This dierence
was also signicant for the roles of Actor, Beneciary, Senser, Sayer and
4.2. PART 2
87
Carrier. For the role of Goal there was no statistically signicant dierence
between speakers and for the roles of Receiver and Behaver, the gures were
too small to allow statistical comparison.
roles
actor
goal
beneciary
senser
phenomenon
sayer
receiver
carrier
behaver
N
by knower
222
24
22
141
0
38
10
103
9
569
(46.8%)
(30.0%)
(38.6%)
(65.3%)
(0%)
(58.5%)
(71.4%)
(49.3%)
(45.0%)
(50.1%)
by info
252
56
35
75
1
27
4
106
11
567
(53.2%)
(70.0%)
(61.4%)
(34.7%)
(100%)
(41.5%)
(28.6%)
(50.7%)
(55.0%)
(49.9%)
474
80
57
216
1
65
14
209
20
1,136
n
(100%)
(100%)
(100%)
(100%)
(100%)
(100%)
(100%)
(100%)
(100%)
(100%)
p
.168 (ns)
.000
.085 (ns)
.000
.172 (ns)
.109 (ns)
.836 (ns)
.655 (ns)
.953 (ns)
Table 4.31: Projection of Informant
Table 4.31 shows that the projection of the Informant was not signicantly dierent across interactants, that is, each interactant projected the
Informant equally (50.1% by the Knower and 49.9% by the Informant). This
equal distribution across speakers was also found for the roles of Actor, Beneciary, Sayer, Receiver, Carrier and Behaver. The only two roles where a
signicant dierence was found across speakers were Goal and Senser. For
Goal, the Informant was projected more by himself (70%) whereas for Senser,
the Informant was projected more by the Knower (65.3%).
In answer to research question 10 it is fair to say that there was a significant dierence in the way roles are projected for Knower and Informant in
CHAPTER 4. RESULTS AND DISCUSSION
88
each interactant's speech. While both interactants projected the Informant
equally, the Knower projected himself consistently more than the Informant.
4.2.9 Hypothesis 5: the Knower will project roles for
himself and Informant, the Informant will be
projecting primarily his own role.
The main ndings under research questions 9 and 10 are that there is a
signicant dierence in the way each interactant projects himself and the
other in the interaction. The Knower is projected much more by himself
(88.4%) and very little by the Informant (11.6%); the Informant, on the
other hand, is projected a great deal by both interactants, that is, by himself
(49.9%) and by the Knower (50.1%).
The following extracts from Sol3, Doc2 and Bus 1 texts illustrate the
Knower projecting roles for himself and Informant whereas the Informant
appears only projecting his own role which conrms Hypothesis 5.
Sol3 text
<Knower> <s n=044> Erm you 're
fairly ... Are you 're fairly
confident that they 're ... not
telling us a porky about this?
Knower=Speaker
Informant as Carrier
<Informant> <s n=045>(cough) Well
I honestly do n't know. <s n=046>
We 've had erm ... I wouldn't say
a fall out but er we're on frosty
terms to say the least.
Informant=Speaker
Informant as Senser
Informant as Sayer
<Knower> <s n=047> Right.
Knower and Participant as Receiver
4.2. PART 2
89
Doc2 text
<Knower> <s n=241> Restless legs,
and it sums it up, because
(laughing) they do get restless.
<s n=242> It's got a posh name,
I can't remember what it's called
now, but it has got a posh name too.
<Informant> <s n=243> I know they
all have but I mean I'd rather
have the ordinary names and then
Knower=Speaker
Knower as Senser
Informant=Speaker
Informant as Senser
Informant as Senser
<Knower> <s n=244> Yeah. <s n=245>
Well so would I cos
I remember them I can't
Knower=Speaker
Knower as Senser
Knower as Senser
<Informant> <s n=246> And then I
know
Informant=Speaker
Informant as Senser
<Knower> <s n=247> I can't remember
the posh names usually.
<Informant> <s n=248> The same with
flowers and all them plants and
that. <s n=249> I'd much rather have
a plain name I know what they're
talking about then.
Knower=Speaker
Knower as Senser
Informant=Speaker
Informant as Senser
Informant as Senser
<Knower> <s n=250> Yeah.
<Informant> <s n=251> And because
I'm not very
<Knower> <s n=252> Yeah, we're plain
folk aren't we?
Knower=Speaker
Knower and Informant as Carrier
CHAPTER 4. RESULTS AND DISCUSSION
90
<Informant> <s n=253> Yeah.
<s n=254> I'm not very high up on
Informant=Speaker
Informant as Carrier
<Knower> <s n=255> No.
<Informant> <s n=256> all these posh words.
Bus1 text
<Knower> <s n=017> (cough)
Right, you seem to be pretty well
qualified.
Knower=Speaker
Informant as Carrier
<Informant> <s n=018> I hope so
(laughing) yes ... erm
Informant=Speaker
Informant as Senser
<Knower> <s n=019> What made you
give up education?
Knower=Speaker
Informant as Goal
<Informant> <s n=020> Erm quite
frankly I erm pulled out because
of stress.
Informant=Speaker
Informant as Actor
<Knower> <s n=021> Right.
This contrast of role projections is illustrated in Figure 4.5. When comparing both charts it is clear that the Knower, by being the more dominant
person in the interaction, is not only able to project himself but also to
make projections for the Informant. The Informant, on the other hand, is
projecting primarily his own role.
4.3. DISCUSSION OF MAIN FINDINGS
91
Figure 4.5: Projection of Knower and Informant
4.3 Discussion of Main Findings
4.3.1 Part 1
Part 1 of the study investigated the use of transitivity processes by the
Knower and Informant in institutional interactions. It was expected that
there would be signicant dierences in the use of process types associated
with the roles of both interactants, that is, it was hypothesized that the
Knower, by being the dominant person in the interaction (Tannen and Wallat,1986; Linell and Luckmann, 1991; Drew and Heritage, 1992) and therefore
92
CHAPTER 4. RESULTS AND DISCUSSION
in a sense with more freedom to talk about any topic (Agar, 1985; Bogoch,
1994), would use a wider range of processes than the Informant who, by being in a non-dominant position, would in turn be more constrained in his/her
process choices . This rst hypothesis was not validated since both interactants used all process types. Nevertheless, the analysis of both interactants'
use of process types uncovered an interesting aspect of the interactions. It
showed that both interactants diered in their use of material and mental
processes and this dierence could be related to their unequal roles. While
the Knower used more material processes, the Informant used more mental
ones. This nding agrees with Longman and Mercer's (1993, p.111) claims
that the Knower uses more material processes since he/she is more interested
in facts, events and information so as to be able to assess the client's (Informant's) situation. The use of more mental processes on the part of the
Informant could be seen as a reection of his/her position of someone with a
problem and who is seeking professional help. In such a situation, it is more
likely that the person will have to talk about his/ her problem by describing
how he/she feels, thinks or perceives the problematic situation. In addition,
as far as mental processes are concerned, when both interactants are compared against one another, the main dierence between the Knower and the
Informant, was that the Knower uttered more verbs of perception like see,
hear whereas the Informant priviledged more the use of verbs of aection like
love, hate, like. This again could reect the nature of their interaction where
4.3. DISCUSSION OF MAIN FINDINGS
93
the Knower, being the professional in the interaction, is more interested in
facts and events, while the Informant, being the entity directly involved in
the problem, prioritizes his/her feelings.
In Part 1, it was also expected that the Knower, by being the dominant
interactant ( Tannen and Wallat, 1986; Linell and Luckmann, 1991; Drew
and Heritage, 1992), would control the exchange by making more initiations
(Agar, 1985; Berry, 1987). This control would also be reected by the Informant's inclination to respond with the same transitivity choices previously
uttered by the Knower in the initiation. In other words, the Informant would
show his respect towards the Knower and acceptance of his non-dominant
position in the interaction by not challenging the Knower's process choices
and keeping them in the response. The main pattern of exchange found in
these interactions was that, indeed, the Knower initiated more and the Informant responded. On the few occasions when the Informant initiated, the
Knower did not always respond. Although the Knower responded less, when
he responded he was likely to maintain the same transitivity process from
the Informant's initiation as much as change it. The Informant, on the other
hand, responded more, but he was less likely statistically to maintain the
same transitivity process initiated by the Knower. As a result, hypothesis 2
was not conrmed and the Transitivity Control from the Knower's initiation
over the Informant's response did not take place. It seems that whenever
people are interacting, irrespective of their status or role relations, it is more
94
CHAPTER 4. RESULTS AND DISCUSSION
likely that they will want to maintain the same processes from initiation to
response. In fact, it could be claimed that the number of response-maintain
types, in the corpus, was quite high for both interactants since if one considers that there are six process choices, a respondent will have one chance
in six to respond with the same process type and ve chances in six to respond with a dierent process type. What could be argued here is that,
instead of Transitivity Control, there is an unstated Discourse Cooperation
strategy between both parties and this occurs irrespective of social status.
People choose to maintain transitivity choices from the previous utterances
as a means of keeping the conversation going and role relations do not seem
to aect this aspect of the interaction as much as others which were shown
in Part 2.
4.3.2 Part 2
Part 2 of the study concerned itself with role projections, i.e. how interactants talked about themselves as involved in specic transitivity roles. Three
hypotheses were formulated. It was expected that rstly, the Informant
would be projected as involved more than the Knower in a varied range of
roles (hypothesis 3); secondly, that the Knower would be projected as more
agentive than the Informant (hypothesis 4); and thirdly, that the Knower
would project roles equally for himself/herself and for the Informant whereas
4.3. DISCUSSION OF MAIN FINDINGS
95
the Informant would only be projecting his/her own roles (hypothesis 5).
The three hypotheses were conrmed.
In relation to Hypothesis 3, although both interactants were projected as
taking up the same roles of Actor, Goal, Beneciary, Senser, Sayer, Receiver,
Carrier and Behaver, the Informant was the person who was talked about
most by both interactants and therefore he/she was projected statistically
more than the Knower as taking up the wide range of roles mentioned above.
This result seems to reect the nature of institutional interactions in the
sense that both interactants' goal in this context would be to discuss the
Informant's problem in order to eventually solve it. In this way, an interaction revolving around the Knower's problem would be unconventional. One
such unlikely encounter would be one in which, for example, a doctor (i.e.
Knower) talks primarily about him/herself and not about the patient's (i.e.
Informant's) medical condition.
Concerning the issue of agentivity discussed under Hypothesis 4, it was
shown that the roles most associated with the Knower were indeed more
agentive according to the Cline of Agentivity previously introduced (cf. p.79
for a discussion on the agentivity of transitivity roles) whereas the roles most
associated with the Informant were less so. The Knower was projected as
being the person who says (Sayer), feels, thinks, perceives (Senser) and who
does (Actor) things more often. These roles are certainly of a more agentive
nature if compared with those which the Informant was projected as. The
CHAPTER 4. RESULTS AND DISCUSSION
96
Informant, with the exception of the role of Behaver which is considered
agentive, was projected as someone to whom things are said (Receiver), who
simply is (Carrier), and who is aected by someone else's actions (Goal).
The Knower was thus clearly projected as more agentive than the Informant.
This nding does seem to reect, to a reasonable extent, the expected nature
of the relationship between both interactants. It is socially expected that
when a client or patient seeks professional help he/she is more likely to listen
to what the expert has to say or prescribe and follow the expert's directives,
either physically as in the case of a medical consultation or acknowledging the
instructions for future action. The Informant would not be conventionally
expected to give instructions or commands to the Knower or do anything
without being prompted to by the Knower.
Overall, the ndings for Hypothesis 5 show that the Informant was the
person most projected by both of them. In terms of projecting the other
interactant, it was primarily the Knower, being the more socially dominant
person in the interaction, who did so. The Informant was largely restricted to
self-projection. In other words, the Knower could speak on behalf of the Informant and project the Informant as acting up specic transitivity roles
(e.g.
Doc2 text:
<Knower> <s n=252> Yeah, we're plain folk aren't we?
, in
this specic role projection made by the Knower, both interactants are being
projected as taking up the role of Carrier). Therefore, the Knower could be
claimed to be socially allowed to project dierent roles for himself and the In-
4.3. DISCUSSION OF MAIN FINDINGS
97
formant, whereas the same does not apply to the Informant. The Informant
seems to be more socially constrained to talk only about him/herself and,
because of his/her socially non-dominant position, he/she does not seem to
be able or even have the freedom to make role projections for the Knower.
In the next chapter, the conclusions from this study are presented. The
main research question which guided the investigation is addressed, namely
whether there are dierences in the transitivity choices associated with the
roles of the Knower and Informant in institutional talk. This chapter will
also attempt to t the ndings of this study into what has been previously
investigated about role relationship in institutional interactions and argue
that Tenor relations might be investigated from a transitivity perspective.
Chapter 5
Conclusion
In this study a systemically-inspired transitivity analysis was carried out in
institutional interactions to investigate whether specic grammatical forms
such as verb choices could reect and conrm asymmetries of power. In
the systemic functional literature it is commonly agreed that power relations
should be primarily reected by the interpersonal metafunction which is in
turn realised by the grammatical system of mood and modality (e.g. Halliday, 1985, 1994a; Eggins, 1994). In this manner, power relations should
be accounted for by Tenor, since Tenor is where role relationships between
interactants come in the systemic framework (Eggins, 1994, p.52). However,
this present investigation was aimed at nding whether Tenor relations of
power could also be reected by the experiential metafunction, more specically, by the grammatical system of transitivity. In short, the study reported
in this thesis was an attempt to investigate the eect of Tenor relationship
99
CHAPTER 5. CONCLUSION
100
on transitivity.
The degree to which the transitivity choices reected roles was not as
great as had been hypothesized. Nevertheless, when investigating language
in the genre of institutional talk from a transitivity perspective, it was noticeable that certain linguistic choices seemed to be pervasive when compared
to others. These choices, most of the time, served the specic purpose of
maintaining individuals in their dominant and non-dominant roles. In other
words, transitivity choices do seem, to some extent, to contribute to construing the roles of Knower and Informant in institutional interactions.
The study was developed around ve hypotheses which investigated the
use of transitivity processes by each interactant and role projections made by
both interactants. Asymmetry in roles was not conrmed by the interactants'
use of transitivity processes since both were shown to have produced all types
of processes. However, asymmetry seems to be related to the amount of use
of specic process types by each interactant. In this respect, it was found that
both interactants diered in their use of material and mental processes. The
Knower produced more material and the Informant produced more mental
processes. This dierence shows the interests of each interactant and might,
in a sense, reect dierences in their role positions. The Knower, by being
the person in charge of assessing the Informant's situation and problem(s) in
order to be able to oer him/her professional help, will need facts and events.
Hence, the need to produce more material processes. The Informant, on the
101
other hand, by being in the position of the non-dominant person in search
of professional help, would be expected to produce more mental processes
in order to describe how she/he feels, thinks and perceives the problem(s).
Role projections, on the other hand, served as a useful tool to map out
the asymmetrical relationship between the two interactants. The analyses
showed that the dominant person in the interaction was the only one who
was able to project the other as involved in transitivity roles. In addition, the
types of roles projected for each interactant diered in terms of agentivity:
while the dominant person in the interaction, i.e. the Knower, was projected
as being more agentive, the less powerful interactant, i.e. the Informant, was
projected in less agentive roles.
The general ndings from this investigation were that dierences in the
amount of use of specic types of process produced by each interactant may
reect dierences in role relations. In addition, who the interactants were
allowed to talk about and in which roles they projected themselves and the
other also reected the asymmetrical relationship between both Knower and
Informant. Previous studies on institutional interactions have all stressed the
existence of asymmetry between the interactants where the socially dominant
person often manages to control the less dominant one through his/her knowledgeable expertise of the eld (Tannen and Wallat, 1986; Agar, 1985; Linell
and Luckmann, 1991; Longman and Mercer, 1993; Bogoch, 1994). Some of
the ways this dominance is exerted is by denying the less dominant person
CHAPTER 5. CONCLUSION
102
equal access to participation in the interaction (Drew and Heritage, 1992).
One of the contributions the present study oers to the existing body of research in institutional talk is that it introduced a new perspective of analysis
which also illustrated the asymmetrical nature of institutional interactions.
More specically, it showed how dierences in role relations of power can be
reected in the specic transitivity choices of both interactants. It is through
these choices that interactants tend to reect their view of their unequal roles.
The answer to the general research question presented in the Introduction,
namely `are there dierences in transitivity choices associated with the roles
of the Knower and the Informant in Institutional Talk?' is that there are
dierences in transitivity choices and these dierences associated with the
roles of each interactant can be shown to an appreciable extent through role
projections made by both of them when they talk about each other and
themselves, and by the dierence in the amount of use of specic process
types made by each interactant.
Limitations of the Study
In the present study only three types of institutional texts were analysed,
namely, medical consultations, solicitor and business advisory interviews.
This could be seen as a limiting factor since it is conceivable that Knowers and
Informants in other institutional interactions such as academic supervisions,
trial hearings, vocational interviews, telephone helpline consultations, etc.
103
might construe their asymmetrical relationships using transitivity in dierent
ways from those characterized in this study.
Future research should also address institutional talk where there are
more than one Knower and Informant in each interaction. It might be interesting to see whether dominance is exerted from dominant to dominant
as well as from non-dominant to non-dominant interactants. This would
provide a re-evaluation of the nature of the Knower and Informant roles by
considering situations in which there is no one-to-one relationship between
dominant role and one specic individual.
Research studies such as the present one which was primarily designed
to answer specic questions always run the risk of raising further questions
in the course of their development. But far from this being seen as a real
limitation, this fact should be regarded as a motivation for new research
studies.
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Appendix A
Doc1
<title> Medical Consultation -- an electronic transcription <extent kb=26 words=794>
<rec date=1993-04 type=DAT>
<person age=5 dialect=XSD educ=X flang=EN-GBR id=PS2D3 n=W0001 sex=m soc=UU> Age: 60
Occupation: general practitioner </person>
<person age=5 dialect=XSD educ=X flang=EN-GBR id=PS2D4 n=W0002 sex=m soc=UU> Age: 70
Name: Thomas </person>
<setting county=Strathclyde n=099405 spont=M who='PS2D3 PS2D4'> <locName> Lanark
</locName> <locale> doctor's surgery </locale> <activity> medical consultation
</activity> </setting> <term> medicine </term>
<term> bad chest and repeat prescriptions </term>
<@=PS2D3> <s n=001> Good morning Thomas. <s n=002> Well now
<@=PS2D4> <s n=003> <^^> aye.
<@=PS2D3> <s n=004> what can we do for you today? <s n=005> __ Thank you. <s
n=006> What can we do for you today, Tom?
<@=PS2D4> <s n=007> Ah __ <^^> she 's not getting out of bed at all.
<@=PS2D3> <s n=008> She 's not?
<@=PS2D4> <s n=009> No. <s n=010> She 's not.
<@=PS2D3> <s n=011> Aye. <s n=012> __ Well we 'll get the specialist to go in
and see her and see what he makes of her, see if he can get her back on her feet. <s
n=013> <pause dur=9> She still in bed all the time?
<@=PS2D4> <s n=014> Aye. <s n=015> Aye. __
<@=PS2D3> <s n=016> What about her leg? <s n=017> How 's it doing?
<@=PS2D4> <s n=018> It 's not doing very good.
<@=PS2D3> <s n=019> Is it not?
<@=PS2D4> <s n=020> No. <s n=021> __ No it is not. <s n=022> <pause dur=6>
She <^^> that er that cream, and I could n't <^^> doing it any good.
<@=PS2D3> <s n=023> Is it not?
<@=PS2D4> <s n=024> No. <s n=025> No. __
<@=PS2D3> <s n=026> Right. <s n=027> __ Oh I 'll get that sorted out for you.
<s n=028> No problem.
<@=PS2D4> <s n=029> Mm.
<@=PS2D3> <s n=030> And what about yourself Thomas, how are you doing?
<@=PS2D4> <s n=031> Och. <s n=032> Up and down. <vocal desc=laugh>
<@=PS2D3> <s n=033> Good days and bad days.
<@=PS2D4> <s n=034> Aye. <s n=035> Up and down. <s n=036> Er __ I wanted __
some tablets Doctor.
<@=PS2D3> <s n=037> Some tablets?
<@=PS2D4> <s n=038> Aye. <s n=039> Chest trouble, you know.
<@=PS2D3> <s n=040> Right. <s n=041> <pause dur=14> And your __ your stomach.
<s n=042> Bottle, are you needing some more of that Tom?
<@=PS2D4> <s n=043> Aye aye aye aye er <^^> . <pause dur=11>
111
112
APPENDIX A. DOC1
<@=PS2D3> <s n=044> And your <sic ed=LONGMAN> Paraven </sic>
<@=PS2D4> <s n=045> <sic ed=LONGMAN> <trunc> Parav </trunc> </sic> plenty of
<sic ed=LONGMAN> Paraven </sic>
<@=PS2D3> <s n=046> Plenty of them Tom?
<@=PS2D4> <s n=047> Aye.
<@=PS2D3> <s n=048> What about the <sic ed=LONGMAN> Cimetidine </sic>
<@=PS2D4> <s n=049> Aye, I need them.
<@=PS2D3> <s n=050> You need some of them?
<@=PS2D4> <s n=051> Aye. <^^> . <pause dur=32>
<@=PS2D3> <s n=052> Now what about Alice, is she needing?
<@=PS2D4> <s n=053> Aye er __ <^^> er <trunc> Lus </trunc> <sic ed=LONGMAN>
Lustril </sic>
<@=PS2D3> <s n=054> Need some of the <sic ed=LONGMAN> Lustorol </sic>
<@=PS2D4> <s n=055> <sic ed=LONGMAN> Lustorol </sic> <pause dur=21> <sic
ed=LONGMAN> Bolterol </sic> er
<@=PS2D3> <s n=056> And <sic ed=LONGMAN> Bolterol </sic>
<@=PS2D4> <s n=057> <^^> <pause dur=12> Er <trunc> Ni </trunc> Nikram,
<trunc> Ni </trunc> <sic ed=LONGMAN> Nikram </sic> tablets. <s n=058> <sic ed=LONGMAN>
Nikram </sic>
<@=PS2D3> <s n=059> <sic ed=LONGMAN> Nikram </sic>
<@=PS2D4> <s n=060> <sic ed=LONGMAN> Nikram </sic> <^^> tablets.
<@=PS2D3> <s n=061> What 's she taking that for Tom?
<@=PS2D4> <s n=062> Inflammation. __
<@=PS2D3> <s n=063> She 's only supposed to take that for a week at a time
Tom.
<@=PS2D4> <s n=064> Er is she?
<@=PS2D3> <s n=065> Aye. <s n=066> That 's dangerous stuff that.
<@=PS2D4> <s n=067> Is it?
<@=PS2D3> <s n=068> Aye. <s n=069> If she takes that for more than seven days
it can poison her system.
<@=PS2D4> <s n=070> Oh aye.
<@=PS2D3> <s n=071> So <trunc> le </trunc> leave it off just now,
<@=PS2D4> <s n=072> Aye.
<@=PS2D3> <s n=073> is she still getting trouble with the inflammation?
<@=PS2D4> <s n=074> Aye, aye,
<@=PS2D3> <s n=075> Is she?
<@=PS2D4> <s n=076> aye.
<@=PS2D3> <s n=077> Right. <s n=078> __ Well <sic ed=LONGMAN> Nikram </sic>
was fine thirty years ago, but it, it 's too dangerous now.
<@=PS2D4> <s n=079> Ah, ah, ah.
<@=PS2D3> <s n=080> Cos er it was alright
<@=PS2D4> <s n=081> Ah.
<@=PS2D3> <s n=082> way back in the old days but <pause dur=10> Now then,
<@=PS2D4> <s n=083> Er some <trunc> Stella </trunc> <sic ed=LONGMAN>
Stelladine </sic>
<@=PS2D3> <s n=084> Some <sic ed=LONGMAN> Stellazine </sic>
<@=PS2D4> <s n=085> <sic ed=LONGMAN> Stellazine </sic> aye. <pause dur=11>
<@=PS2D3> <s n=086> And
<@=PS2D4> <s n=087> <sic ed=LONGMAN> Norvex? </sic> <s n=088> <sic
ed=LONGMAN> Nordex </sic>
<@=PS2D3> <s n=089> Sorry, <sic ed=LONGMAN> Norvex </sic>
<@=PS2D4> <s n=090> <sic ed=LONGMAN> Norvex </sic> aye. __
<@=PS2D3> <s n=091> No. <s n=092> Do n't know that one.
<@=PS2D4> <s n=093> Mm.
<@=PS2D3> <s n=094> <trunc> Wh </trunc> what 's that one for Tom?
<@=PS2D4> <s n=095> Er __ what was that one for? __ <^^> tablets and then
capsules. __
<@=PS2D3> <s n=096> Oh right, right. <s n=097> Capsules. <s n=098> Right.
<@=PS2D4> <s n=099> <^^> <pause dur=25> <^^> <trunc> Nor </trunc> it 's er
<trunc> Nor </trunc> Normax, <sic ed=LONGMAN> Normax </sic> tablets.
<@=PS2D3> <s n=100> <sic ed=LONGMAN> Normax </sic> That 's right. <s n=101>
That 's right. <s n=102> Right.
<@=PS2D4> <^^>
<@=PS2D3> <s n=103> Erm aye. <s n=104> That 's right. <s n=105> That 's the
one,
113
<@=PS2D4> <s n=106> Aye.
<@=PS2D3> <s n=107> that 's the one.
<@=PS2D4> <s n=108> <^^> <sic ed=LONGMAN> Normax </sic> __
<@=PS2D3> <s n=109> That 's that. <s n=110> __ And <pause dur=10> there we
are young Thomas. <s n=111> <trunc> Th </trunc> keep that going for a wee while again.
<@=PS2D4> <s n=112> Aye. __
<@=PS2D3> <s n=113> See if we can get her ready for the dancing.
<@=PS2D4> <s n=114> Mhm. <s n=115> Mhm. <s n=116> __ Er she, she brought up
er a, a black <^^> it was all, all black.
<@=PS2D3> <s n=117> Mhm.
<@=PS2D4> <s n=118> All black.
<@=PS2D3> <s n=119> Aye.
<@=PS2D4> <s n=120> And er __ she was gon na <^^> er __ erm <^^> .
<@=PS2D3> <s n=121> Mm.
<@=PS2D4> <s n=122> The black mass she <^^> up.
<@=PS2D3> <s n=123> That 's right. <s n=124> That 's, that 's the <sic
ed=LONGMAN> Voltarol </sic> probably doing that to her.
<@=PS2D4> <s n=125> <sic ed=LONGMAN> Voltarol </sic>
<@=PS2D3> <s n=126> Aye. <s n=127> That 'll be the <sic ed=LONGMAN> Voltarol
</sic> doing that to her.
<@=PS2D4> <s n=128> Aye. <s n=129> Aye.
<@=PS2D3> <s n=130> She 'll need to watch she does n't take too many of them.
<@=PS2D4> <s n=131> Mm.
<@=PS2D3> <s n=132> Cos they must be a wee bit too strong.
<@=PS2D4> <s n=133> Ah, aye, aye.
<@=PS2D3> <s n=134> So keep her __ three a day. <s n=135> No more than three
a day and if
<@=PS2D4> <s n=136> Three a day. <s n=137> Aye. <s n=138> Aye.
<@=PS2D3> <s n=139> you can keep her down at two, so much the better.
<@=PS2D4> <s n=140> Ah, aye.
<@=PS2D3> <s n=141> But tell her she 'll need to watch because that 's the
<sic ed=LONGMAN> Voltarol </sic>
<@=PS2D4> <s n=142> Mm.
<@=PS2D3> <s n=143> beginning to react
<@=PS2D4> <s n=144> Aye. <s n=145> And the other ones too?
<@=PS2D3> <s n=146> choke her.
<@=PS2D4> <s n=147> <^^> the other ones. <s n=148> The er that erm __ what do
you call it __ erm when you <^^> very dangerous. <s n=149> I 've been telling her
about that and all.
<@=PS2D3> <s n=150> Aye, tell her about that one as well.
<@=PS2D4> <s n=151> Aye. <s n=152> Aye.
<@=PS2D3> <s n=153> Aye, that, it 'd be the <sic ed=LONGMAN> Voltarol </sic>
that would give her the, the black stuff coming through.
<@=PS2D4> <s n=154> Black stuff, aye. <s n=155> Coming through, aye, aye.
<@=PS2D3> <s n=156> That would do that. <s n=157> But the <sic ed=LONGMAN>
Negram </sic> er it can put her blood right away down.
<@=PS2D4> <s n=158> Oh.
<@=PS2D3> <s n=159> Within, within two or three days.
<@=PS2D4> <s n=160> Mm.
<@=PS2D3> <s n=161> If she takes too much.
<@=PS2D4> <s n=162> Too many?
<@=PS2D3> <s n=163> Aye. <s n=164> So tell her or else.
<@=PS2D4> <s n=165> Aye, yeah.
<@=PS2D3> <s n=166> Or else <event desc="mock ferocity">
<@=PS2D4> <vocal desc=laugh>
<@=PS2D3> <s n=167> she 'll get a punch. <s n=168> And er __ what 's er what
's wrong with her leg at all, is it inflammation did she say?
<@=PS2D4> <s n=169> Aha, yeah. <s n=170> Inflammation in the ligaments in
there.
<@=PS2D3> <s n=171> <^^> aye, aye. <s n=172> We 'll get it cut off and put in
the bin, that 's what they 'll do with it.
<@=PS2D4> <vocal desc=laugh>
<@=PS2D3> <s n=173> <shift new=laughing> Do n't tell her I said that. <s
n=174> Do n't tell her I said that or she 'll be up __ fighting me <shift> .
<@=PS2D4> <vocal desc=laugh>
114
<@=PS2D3>
<@=PS2D4>
<@=PS2D3>
<@=PS2D4>
<@=PS2D3>
<@=PS2D4>
<@=PS2D3>
<@=PS2D4>
<@=PS2D3>
something
<@=PS2D4>
<@=PS2D3>
<@=PS2D4>
<@=PS2D3>
<@=PS2D4>
<@=PS2D3>
<@=PS2D4>
<@=PS2D3>
APPENDIX A. DOC1
<s n=175> Er what else er <trunc> n </trunc> you got
<s n=176> Er
<s n=177> everything for yourself?
<s n=178> I 've, I 've got everything, aye.
<s n=179> You 've got everything?
<s n=180> Aye <^^> . <vocal desc=laugh>
<s n=181> <shift new=laughing> Right. <s n=182> Right Tom <shift> .
<s n=183> Alright.
<s n=184> Okay now, go easy, and we 'll get that, we 'll get
sorted out for her.
<s n=185> Aye. <s n=186> Aye.
<s n=187> We 'll let you know. <s n=188> Okay?
<s n=189> Okay, right.
<s n=190> Right Tom.
<s n=191> Right you are.
<s n=192> Okay. <s n=193> Right,
<s n=194> Cheerio.
<s n=195> cheerio now. </stext> </bncDoc>
Appendix B
Doc2
<title> Medical consultation -- an electronic transcription <extent kb=39 words=1451>
<rec date=1993-07 type=DAT>
<person age=3 educ=X flang=EN-GBR id=PS2BR n=W0001 sex=m soc=UU> Age: 35 Occupation:
general practitioner </person>
<person age=5 educ=X flang=EN-GBR id=PS2BS n=W0002 sex=f soc=UU> Age: 66 </person>
<setting county=Nottinghamshire n=098905 spont=H who='PS2BR PS2BS'> <locName>
Farnsfield </locName> <locale> G P's surgery </locale> <activity> Doctor/patient
interview Consultation </activity> </setting> <term> medicine </term>
<term> Patient's medical problems </term>
<@=PS2BS> <s n=001> <trunc> I </trunc> I'm still having trouble with this leg. <s
n=002> It aches and er at nighttime I can't I can't rest with it.
<@=PS2BR> <s n=003> Right. <s n=004> Do you find it's just at night or is it in the
day too?
<@=PS2BS> <s n=005> Er <trunc> w </trunc> more at night you know.
<@=PS2BR> <s n=006> Right. <s n=007> Does it make you want Is it the sort of ache that
makes you want to wriggle it around?
<@=PS2BS> <s n=008> Yeah. <s n=009> I'm kicking it all the while.
<@=PS2BR> <s n=010> Yeah.
<@=PS2BS> <s n=011> If I lie on settee I've always got this leg hanging, because I
<@=PS2BR> <s n=012> Right.
<@=PS2BS> <s n=013> can't stand it up. <s n=014> And it's same er when I get in bed,
<@=PS2BR> <s n=015> Yeah.
<@=PS2BS> <s n=016> I always get in bed on me left me right
<@=PS2BR> <^^>
<@=PS2BS> <s n=017> and then I like to turn over to me right.
<@=PS2BR> <s n=018> Yeah.
<@=PS2BS> <s n=019> But I found out that me back's been hurting me since I come up
before, me back
<@=PS2BR> <s n=020> Mm.
<@=PS2BS> <s n=021> been playing up a bit. <s n=022> So I had to get out of bed and
turn over. <s n=023> But I still i can't lie on it, I still have to go back cos of
that leg you see ?
<@=PS2BR> <s n=024> Okay. <s n=025> Now we tried a bit of <trunc> W </trunc> <trunc> a
</trunc> We actually gave you a <^^> worth of something last time ,
<@=PS2BS> <s n=026> Yeah.
<@=PS2BR> <s n=027> did that help ?
<@=PS2BS> <s n=028> Mm. <s n=029> Well not really, it
<@=PS2BR> <s n=030> Right.
<@=PS2BS> <s n=031> er you know. <s n=032> I mean I don't I try to not to take a lot
of notice of it you
<@=PS2BR> <s n=033> Good.
115
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APPENDIX B. DOC2
<@=PS2BS> <s n=034> know.
<@=PS2BR> <s n=035> Okay, can you just slip your shoe and sock off,
<@=PS2BS> <s n=036> Yeah.
<@=PS2BR> <s n=037> And I can have another look, check your circulation.
<@=PS2BS> <s n=038> I'm always cold. <s n=039> <trunc> An </trunc> but me feet are
warm now. <s n=040> But I'm always cold.
<@=PS2BR> <s n=041> When did we last check your thyroid? <^^>
<@=PS2BS> <s n=042> Er was it was it <trunc> Ma </trunc> er
<@=PS2BR> <s n=043> Have we done one this year? <s n=044> I I
<@=PS2BS> <s n=045> I had it I've had it May. <s n=046> I had I had three checks,
thyroid
<@=PS2BR> <s n=047> Good.
<@=PS2BS> <s n=048> me er water and er Was it me general?
<@=PS2BR> <s n=049> Yeah. <s n=050> I'll I'll just check that .
<@=PS2BS> <s n=051> Yeah. <s n=052> They all came through right I think.
<@=PS2BR> <s n=053> Oh that's okay then.
<@=PS2BR> <s n=054> I mean me hands is ever
<@=PS2BR> <s n=055> Yeah.
<@=PS2BS> <s n=056> so cold.
<@=PS2BR> <s n=057> Yeah. <s n=058> That that may be
<@=PS2BS> <s n=059> My hands are stone cold.
<@=PS2BR> <s n=060> That may just be Cos you've got good circulation, in fact, down
here. <s n=061> Even if you feel cold, it's not bad, not at all. <s n=062> Okay. <s
n=063> Can you wiggle your <trunc> b </trunc> ankle backwards and forwards, that's
okay. <s n=064> Doe sit ache much now?
<@=PS2BS> <s n=065> No no, not at the moment, no .
<@=PS2BR> <s n=066> <^^> No okay.
<@=PS2BS> <s n=067> I think when I'm knocking <^^>
<@=PS2BR> <s n=068> And you haven't really got veins? <s n=069> Have varicose veins
<^^> okay .
<@=PS2BS> <s n=070> No <^^>
<@=PS2BR> <s n=071> Okay, and your knee <trunc> e </trunc>
<@=PS2BS> <s n=072> Yeah, all me knees ache sometimes. <s n=073> I'm told I'd got
arthritis in there, but that's years ago.
<@=PS2BR> <s n=074> Okay. <s n=075> Well I'm sure this er I think it's certainly
nothing serious, it <event desc="water running">
<@=PS2BS> <s n=076> Oh that's what You see I'm alright, but I thought oh I better come
up because I've got to come up
<@=PS2BR> <s n=077> Yes.
<@=PS2BS> <s n=078> next month about that cream that I use .
<@=PS2BR> <s n=079> Yeah. <s n=080> It's called This is called restless leg syndrome.
<@=PS2BS> <s n=081> Oh is it? <s n=082> I was
<@=PS2BR> <s n=083> Yeah. <s n=084> And it's a menace. <s n=085> It
<@=PS2BS> <s n=086> And it
<@=PS2BR> <s n=087> really is a menace.
<@=PS2BS> <s n=088> Yeah.
<@=PS2BR> <s n=089> Because although it's not serious, there really is no brilliant
treatment for it .
<@=PS2BS> <^^>
<@=PS2BR> <s n=090> and it comes and goes,
<@=PS2BS> <s n=091> Yeah, well
<@=PS2BR> <s n=092> And and it really does make you want Oh it <^^>
<@=PS2BS> <s n=093> Yeah.
<@=PS2BR> <s n=094> Nasty thing.
<@=PS2BS> <s n=095> But I thought well, While <trunc> I </trunc> I'll <trunc> ma
</trunc> kill two birds with one stone, and I'll er come
<@=PS2BR> <s n=096> Yeah.
<@=PS2BS> <s n=097> up and see him. <s n=098> And you told me to come September for
about the cream.
<@=PS2BR> <s n=099> That's right yeah.
<@=PS2BS> <s n=100> But I though it's
<@=PS2BR> <s n=101> <^^> there.
<@=PS2BS> <s n=102> it's nearly here now isn't it ?
<@=PS2BR> <s n=103> That's <trunc> r </trunc> <vocal desc=laugh>
<@=PS2BS> <s n=104> So I thought if I er But I was beginning to get a bit worried so I
117
thought well I might as well go up because I shall start to worry and things get out
of proportion with me you see? <^^>
<@=PS2BR> <s n=105> Yeah.
<@=PS2BS> <s n=106> so. <s n=107> Who's the artist, is its are the children ?
<@=PS2BR> <s n=108> That's my daughter mainly. <s n=109> Mainly Rebecca
<@=PS2BS> <s n=110> Yeah. <^^>
<@=PS2BR> <s n=111> Not all of the two have been done by <^^>
<@=PS2BS> <s n=112> Mm.
<@=PS2BR> <s n=113> Mostly Rebecca.
<@=PS2BS> <vocal desc=laugh> __
<@=PS2BR> <s n=114> Right now. <s n=115> You're on various bits and bobs, and you're
also on the cream.
<@=PS2BS> <s n=116> Yeah.
<@=PS2BR> <s n=117> If we're going to try anything else for this restless leg,
<@=PS2BS> <s n=118> Mm.
<@=PS2BR> <s n=119> it may be worth trying quinine which is widely used for night
cramps.
<@=PS2BS> <s n=120> Mm.
<@=PS2BR> <s n=121> And sometimes that does help.
<@=PS2BS> <s n=122> Mm.
<@=PS2BR> <s n=123> We don't why it works, but it certainly does. <s n=124> And it's
worth a go. <s n=125> A
<@=PS2BS> <s n=126> Mm.
<@=PS2BR> <s n=127> trial of quinine and that may well help.
<@=PS2BS> <s n=128> Just a What is it?
<@=PS2BR> <s n=129> Yeah, it's one a night.
<@=PS2BS> <s n=130> One a night.
<@=PS2BR> <s n=131> Yeah.
<@=PS2BS> <s n=132> Well I take me <sic ed=LONGMAN> Samamigram </sic> you know at
night.
<@=PS2BR> <s n=133> That's fine, they don't interfere with each other.
<@=PS2BS> <s n=134> Oh, <^^>
<@=PS2BR> <s n=135> At all.
<@=PS2BS> <s n=136> want to
<@=PS2BR> <s n=137> No no no no no no no no no.
<@=PS2BS> <s n=138> <shift new=laughing> As I should do. <shift>
<@=PS2BR> <s n=139> Now you wouldn't do that but it may that may be worth a go. <s
n=140> Okay.
<@=PS2BS> <s n=141> Mm. <s n=142> Yeah.
<@=PS2BR> <s n=143> Now what about the cream, how are things going on with that, cos
you've been
<@=PS2BS> <s n=144> Well
<@=PS2BR> <s n=145> on it for a little while now.
<@=PS2BS> <s n=146> er a year.
<@=PS2BR> <s n=147> Yeah.
<@=PS2BS> <s n=148> I's a year since <^^> Well I was <^^> a lot better since <^^>
<@=PS2BR> <s n=149> Yes. <s n=150> Twice a week?
<@=PS2BS> <s n=151> Yes.
<@=PS2BR> <s n=152> Yeah, no discharge, bleeding, anything like that?
<@=PS2BS> <s n=153> No. <s n=154> Only I came up before you know, when
<@=PS2BR> <s n=155> Yeah.
<@=PS2BS> <s n=156> er about with me husband, you know.
<@=PS2BR> <s n=157> Aha.
<@=PS2BS> <s n=158> And it was just But I don't er I don't seem as though er it was er
sometimes I saw I saw a spot of blood, but it
<@=PS2BR> <s n=159> Yeah.
<@=PS2BS> <s n=160> not not like the deep red blood, you know what I mean ?
<@=PS2BR> <s n=161> That's right, yeah.
<@=PS2BS> <s n=162> And I came er I came up before, can't you remember
<@=PS2BR> <s n=163> Yeah.
<@=PS2BS> <s n=164> I come up and
<@=PS2BR> <s n=165> That's right.
<@=PS2BS> <s n=166> er er that's the only time. <s n=167> I don't have
<@=PS2BR> <s n=168> Right
<@=PS2BS> <s n=169> any bleeding in between
118
APPENDIX B. DOC2
<@=PS2BR> <s n=170> good ,
<@=PS2BS> <s n=171> nothing
<@=PS2BR> <s n=172> good,
<@=PS2BS> <s n=173> you know.
<@=PS2BR> <s n=174> god.
<@=PS2BS> <s n=175> But the first time I did use it I thought me inside were on fire.
<@=PS2BR> <s n=176> Oh yes, it often irritates in the same way when you first start to
drink spirits you feel <event desc="disgusted noise">
<@=PS2BS> <s n=177> Oh dear,
<@=PS2BR> <s n=178> Yeah.
<@=PS2BS> <s n=179> I <^^> whatever am I going
<@=PS2BR> <s n=180> Yeah.
<@=PS2BS> <s n=181> to do and I rung my daughter next morning ,
<@=PS2BR> <s n=182> But it goes As you notice <shift new=laughing> it goes off <^^>
<@=PS2BS> <s n=183> It went and it sent to sooth
<@=PS2BR> <s n=184> That's right. <s n=185> Yeah.
<@=PS2BS> <s n=186> My inside and
<@=PS2BR> <s n=187> It does. <^^>
<@=PS2BS> <s n=188> It really soothed it.
<@=PS2BR> <s n=189> Yeah, it makes a big difference, yeah .
<@=PS2BS> <s n=190> Yes.
<@=PS2BR> <s n=191> Yeah. <s n=192> __ Right well I'm glad you're okay on that. <s
n=193> Now you've had er a hysterectomy, ooh a long time ago <^^> that's right .
<@=PS2BS> <s n=194> <trunc> Fif </trunc> fifteen I were fifty one. <s n=195> It's
<@=PS2BR> <s n=196> Yeah.
<@=PS2BS> <s n=197> fifteen years, and I had a <sic ed=LONGMAN> Promatch </sic>
<@=PS2BR> <s n=198> Yeah.
<@=PS2BS> <s n=199> repair when I were forty five. <s n=200> And
<@=PS2BR> <s n=201> Yeah.
<@=PS2BS> <s n=202> I'm sixty six, so that's twenty one years and fifteen
<@=PS2BR> <s n=203> Yeah.
<@=PS2BS> <s n=204> isn't it?
<@=PS2BR> <s n=205> Yeah. <s n=206> That's right yeah .
<@=PS2BS> <s n=207> Erm
<@=PS2BR> <s n=208> <trunc> B </trunc> So you can continue on that indefinitely. <^^>
<@=PS2BS> <s n=209> Yeah.
<@=PS2BR> <s n=210> So what We'll say trial of quinine, yeah? <s n=211> Give it a go?
<@=PS2BS> <s n=212> Yeah.
<@=PS2BR> <vocal desc=cough>
<@=PS2BS> <s n=213> It's not addictive or anything like that is it ?
<@=PS2BR> <s n=214> Oh no no no no no. <s n=215> It's not <trunc> i </trunc>
<@=PS2BS> <s n=216> Cos I'm frightened of <^^>
<@=PS2BR> <s n=217> It's not a sedative or tranquillizer,
<@=PS2BS> <s n=218> No it's just
<@=PS2BR> <s n=219> Quinine .
<@=PS2BS> <s n=220> No well
<@=PS2BR> <s n=221> No.
<@=PS2BS> <s n=222> I didn't <^^> what did they use to take that for? <s n=223>
Malaria ,
<@=PS2BR> <s n=224> Malaria.
<@=PS2BS> <s n=225> yeah.
<@=PS2BR> <s n=226> Among other things, <^^>
<@=PS2BS> <s n=227> Yeah yeah. <s n=228> Having a <trunc> s </trunc>
<@=PS2BR> <s n=229> But not at this dose, this is a low dose.
<@=PS2BS> <s n=230> Yeah.
<@=PS2BR> <s n=231> A low dose of quinine. <s n=232> But it's worth a go.
<@=PS2BS> <s n=233> I mean once I know what a thing is
<@=PS2BR> <s n=234> Yeah.
<@=PS2BS> <s n=235> that's half my battle. <s n=236> Because I I stop
<@=PS2BR> <s n=237> Good, yeah.
<@=PS2BS> <s n=238> worrying.
<@=PS2BR> <s n=239> Restless legs it's called.
<@=PS2BS> <s n=240> Ooh.
<@=PS2BR> <s n=241> Restless legs, and it sums it up, because <shift new=laughing>
they do get restless <shift>. <s n=242> It's got a posh name, I can't remember what
119
it's called now, but it has got a posh name too.
<@=PS2BS> <s n=243> I know they all have but I mean I'd rather have the ordinary names
and then
<@=PS2BR> <s n=244> Yeah. <s n=245> Well so would I cos I remember them I can't
<@=PS2BS> <s n=246> And then I know
<@=PS2BR> <s n=247> I can't remember the posh names usually.
<@=PS2BS> <s n=248> The same with flowers and all them plants and that. <s n=249> I'd
much rather have a plain name I know what they're talking about then.
<@=PS2BR> <s n=250> Yeah.
<@=PS2BS> <s n=251> And because I'm not very.
<@=PS2BR> <s n=252> Yeah, we're plain folk aren't we?
<@=PS2BS> <s n=253> Yeah. <s n=254> I'm not very high up on
<@=PS2BR> <s n=255> No.
<@=PS2BS> <s n=256> all these posh words.
<@=PS2BR> <s n=257> No. <s n=258> So one a night. <s n=259> Won't interfere with
anything else, and if that's helping, so much the better.
<@=PS2BS> <s n=260> Oh can I have some cream please? <s n=261> I'm all but out of it.
<@=PS2BR> <s n=262> Ooh <^^> squeeze that in at the bottom there.
<@=PS2BS> <s n=263> Yeah, can you manage?
<@=PS2BR> <s n=264> Yeah. <s n=265> It's right teeny. <s n=266> __ Okay use twice a
week. <s n=267> i haven't put that on, because I haven't got room. <vocal desc=laugh>
<@=PS2BS> <s n=268> Yeah, well I know I know what to do with that.
<@=PS2BR> <s n=269> Okay.
<@=PS2BS> <s n=270> Thank you very much.
<@=PS2BR> <s n=271> <^^> we'll give that a go.
<@=PS2BS> <s n=272> Yes, okay .
<@=PS2BR> <s n=273> And then we'll see how things go.
<@=PS2BS> <s n=274> Yeah okay then
<@=PS2BR> <s n=275> Okay. <event desc="end of job">
</stext> </bncDoc>
Appendix C
Doc3
<title> Medical consultation -- an electronic transcription <extent kb=40 words=1733>
<rec date=1993-07 type=DAT>
<person age=3 educ=X flang=EN-GBR id=PS2BW n=W0001 sex=m soc=UU> Age: 35 Occupation:
general practitioner </person>
<person age=X educ=X flang=EN-GBR id=PS2BX n=W0002 sex=m soc=UU> Age: + </person>
<setting county=Nottinghamshire n=098907 spont=H who='PS000 PS2BW PS2BX'> <locName>
Farnsfield </locName> <locale> G P's surgery </locale> <activity>
Doctor/patient interview Consultation </activity> </setting> <term> medicine </term>
<term> Patient's medical problems </term>
<@=PS2BW> <s n=001> What can I do for you this morning?
<@=PS2BX> <s n=002> Well I'm still getting myself in a tangle, like I was when I came.
<@=PS2BW> <s n=003> Right.
<@=PS2BX> <s n=004> But I didn't take those tablets, I tried not to do.
<@=PS2BW> <s n=005> That's the low dose <sic ed=LONGMAN> Dizapac </sic>
<@=PS2BX> <s n=006> Yeah, whatever it is.
<@=PS2BW> <s n=007> Yeah.
<@=PS2BX> <s n=008> And also I keep getting a pain in my arm just here, it's a
<@=PS2BW> <s n=009> Mm.
<@=PS2BX> <s n=010> bit of a
<@=PS2BW> <s n=011> Right in there.
<@=PS2BX> <s n=012> As if If I press it,
<@=PS2BW> <s n=013> Yeah.
<@=PS2BX> <s n=014> and if I put any weight on it.
<@=PS2BW> <s n=015> Aha. <s n=016> Any idea what's brought that on?
<@=PS2BX> <s n=017> I don't really know, I've had it for about three week. <s n=018> I
keep trying one of those lamps.
<@=PS2BW> <s n=019> Yeah. <s n=020> Okay, let's have a closer look at that arm.
<@=PS2BX> <s n=021> But it's er It's noting You know I can move it alright, there's
<@=PS2BW> <s n=022> Yeah.
<@=PS2BX> <s n=023> no problem <event desc="beep in background"> <^^> want to go. <^^>
<@=PS2BW> <s n=024> Ah.
<@=PS2BX> <s n=025> Are you jogging?
<@=PS2BW> <s n=026> No no. <s n=027> Just normal summer ware.
<@=PS2BX> <s n=028> I'd thought you'd been getting exercise in.
<@=PS2BW> <s n=029> No no no no no no no, no just casual ware this summer. <s n=030>
It's too hot otherwise. <s n=031> It's hot enough as it is in this place. <s n=032>
I've got three internal walls and the wall's about eighteen inches thick with a double
glazed window. <s n=033> I mean there's You know what <^^>
<@=PS2BX> <vocal desc=laugh>
<@=PS2BW> <s n=034> What's it like up the fore arm? <s n=035> Is that er
<@=PS2BX> <s n=036> <trunc> I </trunc> it's alright, but it seems if I if I press in
121
122
APPENDIX C. DOC3
there
<@=PS2BW> <s n=037> Yeah.
<@=PS2BX> <s n=038> somewhere.
<@=PS2BW> <s n=039> Okay. <s n=040> you okay in this area here?
<@=PS2BX> <s n=041> Yeah.
<@=PS2BW> <s n=042> No problems there ?
<@=PS2BX> <s n=043> Nothing at all.
<@=PS2BW> <s n=044> Nothing on the
<@=PS2BX> <s n=045> No.
<@=PS2BW> <s n=046> backside of the elbow. <s n=047> You're okay there. <s n=048> Now
let me just <^^> Is that okay?
<@=PS2BX> <s n=049> Mm.
<@=PS2BW> <s n=050> Okay, just pull your hand in towards your face a bit. <s n=051>
Okay, you haven't ruptured the tendon. <s n=052> Is that tender?
<@=PS2BX> <s n=053> Not really no.
<@=PS2BW> <s n=054> In there. <s n=055> Under there?
<@=PS2BX> <s n=056> No.
<@=PS2BW> <s n=057> So it is Really is on and off cos there's nothing much there now,
is there ?
<@=PS2BX> <s n=058> No , no.
<@=PS2BW> <s n=059> It's funny that isn't it?
<@=PS2BX> <s n=060> I don't know It's
<@=PS2BW> <s n=061> Okay.
<@=PS2BX> <s n=062> comes on and it
<@=PS2BW> <s n=063> Push out for me, push that <^^> .
<@=PS2BX> <s n=064> To you?
<@=PS2BW> <s n=065> Yeah. <s n=066> Well that's okay when you do that? <s n=067>
Nothing <^^>
<@=PS2BX> <s n=068> Hmm, feel a little bit, nothing at the back.
<@=PS2BW> <s n=069> Yeah. <^^>
<@=PS2BX> <s n=070> It seems if it's
<@=PS2BW> <s n=071> <^^> okay. <s n=072> Just hold my hand and turn as if you were
turning a door handle. <s n=073> Okay. <s n=074> And the other way. <s n=075> Does
that hurt there?
<@=PS2BX> <s n=076> No.
<@=PS2BW> <s n=077> Er __ not sure what's causing that <^^>
<@=PS2BX> <s n=078> But i mean it's
<@=PS2BW> <s n=079> Well yes I mean it's it's it's more likely to have been a muscle
than anything else, with pain that comes and goes. <s n=080> Certainly won't be a bone
that's causing it. <s n=081> But what's irritated the muscle in the first place is
Your guess is as good as mine, cos it all works perfectly. <s n=082> Now.
<@=PS2BX> <s n=083> Is it stress related?
<@=PS2BW> <s n=084> Well can make anything worse and will often make a lot of things
carry on longer than they otherwise would normally. <s n=085> I don't think stress
would cause this sort of pain but it'll certainly make it feel worse, there's no doubt
about that. __
<^^@=PS000> <@=PS2BX> <s n=086> what I'm think if I do get
<@=PS2BW> <s n=087> Yeah.
<@=PS2BX> <s n=088> a little bit up tight, it
<@=PS2BW> <s n=089> Yeah.
<@=PS2BX> <s n=090> seems as if that.
<@=PS2BW> <s n=091> Yeah. <s n=092> Oh it'll make it worse.
<@=PS2BX> <s n=093> So I don't know but er
<@=PS2BW> <s n=094> Mm. <s n=095> How are you managing er things when you get up
tight?
<@=PS2BX> <s n=096> Well I'm doing things, you know <^^> I'm not __
<@=PS2BW> <s n=097> Yeah. <s n=098> So you're keeping yourself occupied ?
<@=PS2BX> <s n=099> avoiding <trunc> th </trunc> I've never had I mean <^^> me I'm
<^^>
<@=PS2BW> <s n=100> But if you I mean if you do get very anxious what do you do?
<@=PS2BX> <s n=101> I just carry on.
<@=PS2BW> <s n=102> You just carry on. <s n=103> And it wears off?
<@=PS2BX> <s n=104> Mm.
<@=PS2BW> <s n=105> Well that's probably a good a way of managing it as anything
really.
123
<@=PS2BX> <s n=106> I mean I'm not the sort of person who can sit down and watch telly
all day, you know <^^>
<@=PS2BW> <s n=107> <vocal desc=laugh> I didn't think so.
<@=PS2BX> <s n=108> Erm
<@=PS2BW> <s n=109> Er and you haven't been taking any of those Diazepam at all?
<@=PS2BX> <s n=110> I didn't take them because
<@=PS2BW> <s n=111> No.
<@=PS2BX> <s n=112> I I know
<@=PS2BW> <s n=113> Well
<@=PS2BX> <s n=114> I tried to I probably made myself a bit of a nuisance when I came
in last time but ,
<@=PS2BW> <s n=115> No.
<@=PS2BX> <s n=116> as I told you before I'd been like it before and it
<@=PS2BW> <s n=117> Yeah.
<@=PS2BX> <s n=118> it's er
<@=PS2BW> <s n=119> The advantage of those Diazepam is, they're there if you need
them. <s n=120> You've still got them there if you need them. <s n=121> Er it's a very
low dose, if you just take them every now and again you'll have no problems with them
at all. <s n=122> And if you do feel things are overwhelming you then they may just
help to bring you down again.
<@=PS2BX> <s n=123> Yeah.
<@=PS2BW> <s n=124> And that's what they're there for. <s n=125> Sometimes, just
knowing you've got something else you can turn to is all you need cos you don't need
<@=PS2BX> <s n=126> Yeah.
<@=PS2BW> <s n=127> to take to anything,
<@=PS2BX> <s n=128> Mm.
<@=PS2BW> <s n=129> you just know they're there. <^^>
<@=PS2BX> <s n=130> I mean <trunc> i </trunc> it's it's it's funny thing this <trunc>
i </trunc> It's a thing what seems to creep up on you isn't it ?
<@=PS2BW> <s n=131> Yeah. <s n=132> Yeah. <s n=133> It's very common.
<@=PS2BX> <s n=134> <^^> I I really know I mean it it's not that I'm I'm no where near
like I was before, I know because I was You know reservoir treatment before, but er
<@=PS2BW> <s n=135> Yeah. <pause dur=5>
<@=PS2BX> <s n=136> <trunc> Doc </trunc> er Dr <#>, Colin <#>, he
<@=PS2BW> <s n=137> Yeah.
<@=PS2BX> <s n=138> would call men a silly bugger he did. <vocal desc=laugh>
<@=PS2BW> <s n=139> I know him, I know him well, yeah.
<@=PS2BX> <vocal desc=laugh>
<@=PS2BW> <s n=140> Well he would say that yes. <vocal desc=laugh>
<@=PS2BX> <s n=141> He's alright though, I mean <^^>
<@=PS2BW> <s n=142> Oh yes, yes he was a
<@=PS2BX> <s n=143> Not meant offensive or anything like that.
<@=PS2BW> <s n=144> Yeah, he were a great bloke.
<^^@=PS2BX> <@=PS2BW> <s n=145> Yeah. <s n=146> <^^> not taking Diazepam. <s n=147>
Well I <trunc> th </trunc> I <trunc> sus </trunc> I suspect you will <trunc> ma
</trunc> <trunc> co </trunc> continue to manage yourself. <s n=148> And I think for
you that may be the best way of doing things.
<@=PS2BX> <s n=149> Mm. <s n=150> And I've got
<@=PS2BW> <^^>
<@=PS2BX> <^^> <event desc="end of side of tape, break in recording">
<^^@=PS000> <@=PS2BX> <s n=151> This one <^^>
<@=PS2BW> <s n=152> Yeah.
<@=PS2BX> <s n=153> Ta.
<@=PS2BW> <s n=154> But this pain, I'm not sure what that is, I mean your arm seems to
be in perfect working order, so
<@=PS2BX> <s n=155> Er
<@=PS2BW> <s n=156> keep an open mind on that. <s n=157> It'll probably go now I've
had a look at it. <s n=158> Like it does.
<@=PS000> <vocal desc=laugh>
<@=PS2BW> <s n=159> This'll squeeze your arm a bit, okay? <s n=160> <event
desc="pumping up blood pressure armband"> Still smoking?
<@=PS2BX> <s n=161> Mm.
<@=PS2BW> <s n=162> Drinking?
<@=PS2BX> <s n=163> No. <pause dur=7>
<@=PS2BW> <s n=164> Smoking's bad for you of course but I mean <^^>
124
APPENDIX C. DOC3
<@=PS2BX> <s n=165> You <trunc> r </trunc> you really think I ought to stop? <s n=166>
Be honest, give me a real
<@=PS2BW> <s n=167> Well,
<@=PS2BX> <s n=168> professional.
<@=PS2BW> <s n=169> smoking will help stress __ but smoking is much more likely to
cause serious physical problems, than stress is. <s n=170> That's the catch. <s n=171>
Er And it it's reckoned a hundred and sixty thousand people die a year, of smoking
related diseases. <s n=172> Er I don't know how many people die of stress related
diseases but it's probably under a hundredth. <s n=173> Er And I think that puts it
into context. <s n=174> Overall your health would be a lot better off your cigarette.
<s n=175> And if you find then things like stress and anxiety come through, there are
other ways of treating that and sorting that out. <s n=176> I can't think of any case
where people are better off smoking than none smoking,
<@=PS000> <s n=177> really
<@=PS2BX> <s n=178> what about a pipe?
<@=PS2BW> <s n=179> Well pipes are better than cigarettes because you don't inhale so
much.
<@=PS2BX> <s n=180> Mm. </u> <@=PS2BW> <s n=181> <^^> fact if you don't inhale at all
you're doing yourself a big favour, but you nearly always get some down ion to the
system and really the <trunc> o </trunc> the only thing I could ethically recommend as
a doctor, is stopping. <s n=182> Difficult to be ethically safe, this is safer than
that, you know. <s n=183> <^^> I mean the decision is yours and you may find You may
wish to sort of take take things very slowly and very gradually. __
<@=PS2BX> <s n=184> Mm.
<@=PS2BW> <s n=185> I'm not going to tell you to do anything, that's not what I'm here
for, but er
<@=PS2BX> <s n=186> Well I mean er we have to take notice of you don't we?
<@=PS2BW> <s n=187> Yeah. <s n=188> Well no you don't actually, I mean <trunc> y
</trunc> you are free to <shift new=laughing> ignore our advice and <shift> Yeah I I
know that ,
<@=PS2BX> <s n=189> Yeah, but I mean
<@=PS2BW> <s n=190> but I mean that would be my advice as a doctor, to stop smoking,
in the long term.
<@=PS2BX> <s n=191> Mm.
<@=PS2BW> <s n=192> Certainly. <s n=193> Your blood pressure's absolutely fine. <s
n=194> Impressive, it's better than mine.
<@=PS2BX> <s n=195> Bet you tell everybody.
<@=PS2BW> <s n=196> No it's true. <s n=197> It's true. <s n=198> Mine is er It's not
high but it's higher than I would like but er <^^>
<@=PS2BX> <s n=199> So what am I going to do? <s n=200> Just carry on?
<@=PS2BW> <s n=201> Yes I think so .
<@=PS2BX> <s n=202> Do you think I ought to take anything or?
<@=PS2BW> <s n=203> No I don't think you need to take anything at all. <s n=204>
You've got the Diazepam if you need them <^^>
<@=PS2BX> <s n=205> No, I haven't got it.
<@=PS2BW> <s n=206> Oh you haven't Oh Oh
<@=PS2BX> <^^>
<@=PS2BW> <s n=207> Oh you never got it. <s n=208> Oh, well the <trunc> p </trunc> Oh
yes well it's now seven months old that prescription so that that'll now be invalid so
ache in left arm <^^>
<@=PS2BX> <s n=209> I don't know what this is, whether it's something with work or
<@=PS2BW> <s n=210> Yeah.
<@=PS2BX> <s n=211> Comes and goes, <trunc> y </trunc> <trunc> y </trunc> <trunc> y
</trunc> and sometimes
<@=PS2BW> <s n=212> <^^> wait and see would be the right approach for that. <s n=213>
Cos it certainly isn't anything obviously serious, so I think we'll just see how
things go, <^^>
<@=PS2BX> <s n=214> Yeah, <^^> prescription <^^>?
<@=PS2BW> <s n=215> No, not unless you want one.
<@=PS2BX> <shift new=laughing> <^^> <shift> <vocal desc=laugh>
<@=PS2BW> <s n=216> I think that's the answer to that one isn't it? <s n=217> You
don't really want I'm certainly not going to give you something you don't want, so
<@=PS2BX> <s n=218> Well let me put it to you like this, I feel sometimes that I need
something,
<@=PS2BW> <s n=219> Yeah.
125
<@=PS2BX> <s n=220> __ to settle me down.
<@=PS2BW> <s n=221> Yeah.
<@=PS2BX> <s n=222> Er but sometimes I'm alright.
<@=PS2BW> <s n=223> Right, well what I could do is I could give you another
prescription now, that you can go and get if you feel you are going to need something.
<@=PS2BX> <s n=224> <trunc> L </trunc> let me let me do that.
<@=PS2BW> <s n=225> Yeah,
<@=PS2BX> <s n=226> Let me let me do that <^^>
<@=PS2BW> <s n=227> And if it expires
<@=PS2BX> <s n=228> that's alright.
<@=PS2BW> <s n=229> Yeah, if it expires like the last one, that's okay, just chuck it
on the fire.
<@=PS2BX> <s n=230> I think what I'll do I'll er I'll get the prescription.
<@=PS2BW> <s n=231> Okay. <s n=232> <pause dur=17> You can have one up to three times
a day, er you're never going to take that I'm sure. <s n=233> As required.
<@=PS2BX> <s n=234> Yeah.
<@=PS2BW> <s n=235> <^^> okay? <s n=236> And I think what you'll find is you just need
one you know, perhaps even one every three or four months, that's okay. <s n=237> It's
just there to take the edge off things when it's not settling on it's own. <s n=238>
And that is entirely the appropriate way to use these and they really can make a huge
difference like that.
<@=PS2BX> <s n=239> Okay, thank you for your time .
<@=PS2BW> <s n=240> There you go. <s n=241> That's okay. <s n=242> Nice to see you
again.
<@=PS2BX> <s n=243> Well it's nice to see you but I hate It's not personal but I
<@=PS2BW> <s n=244> I know I know I know.
<@=PS2BX> <s n=245> I really do it <^^>
<@=PS2BW> <s n=246> You don't like coming to doctors. <event desc="end of job">
</stext> </bncDoc>
Appendix D
Doc4
<title> Medical consultation -- an electronic transcription <extent kb=32 words=1297>
<person age=3 educ=X flang=EN-GBR id=PS2BY n=W0001 sex=m soc=UU> Age: 35 Occupation:
general practitioner </person>
<person age=1 educ=X flang=EN-GBR id=PS2C0 n=W0002 sex=m soc=UU> Age: 19 </person>
<setting county=Nottinghamshire n=098908 spont=H who='PS2BY PS2C0'> <locName>
Farnsfield </locName> <locale> G P's surgery </locale> <activity>
Doctor/patient interview Consultation </activity> </setting> <term> medicine </term>
<term> Patient's medical problems </term>
<@=PS2BY> <s n=001> What can I do for you this morning?
<@=PS2C0> <s n=002> Ah it's the acne it's <^^> I ran out two weeks ago, so we've been
on holiday I had to get those prescription .
<@=PS2BY> <s n=003> Oh.
<@=PS2C0> <s n=004> I made an appointment to se you sort of this week but that's
<@=PS2BY> <s n=005> Now it was working well.
<@=PS2C0> <s n=006> Yeah.
<@=PS2BY> <s n=007> Is it still working well?
<@=PS2C0> <s n=008> Yeah, it's about the same really. <^^>
<@=PS2BY> <s n=009> Right okay. <s n=010> But you had a bit of flare up <trunc> A
</trunc> You flared up in last time you had came off it, didn't you? <s n=011>
Temporarily.
<@=PS2C0> <s n=012> That's right, yeah, so I thought I'd best get it <^^>
<@=PS2BY> <s n=013> Yes.
<@=PS2C0> <s n=014> rather than run out <^^>
<@=PS2BY> <s n=015> Yes, no you don't want to er <^^> flare up, right, so
<@=PS2C0> <vocal desc=cough>
<@=PS2BY> <s n=016> Are you growing?
<@=PS2C0> <s n=017> No, I've stopped growing now <^^>
<@=PS2BY> <s n=018> You've stopped growing. <s n=019> <trunc> Y </trunc>
<@=PS2C0> <s n=020> I've had this all week.
<@=PS2BY> <s n=021> Oh I <vocal desc=laugh>
<@=PS2C0> <s n=022> It's alright. <s n=023> Do you play basketball?
<@=PS2BY> <s n=024> Is there a family history of being very tall?
<@=PS2C0> <s n=025> No not really my dads about six foot three <^^>
<@=PS2BY> <s n=026> That's quite tall, yes.
<@=PS2C0> <s n=027> Well he's six foot, six foot one or six foot <trunc> t </trunc>
<@=PS2BY> <s n=028> Well you're you're <trunc> tal </trunc> taller than him, I should
think, aren't you? <s n=029> Yeah .
<@=PS2C0> <s n=030> Yeah, oh yeah, yeah.
<@=PS2BY> <s n=031> Are you well in yourself?
<@=PS2C0> <s n=032> Yeah, fine yeah.
<@=PS2BY> <s n=033> But there's no there's no family history of other medical problems
127
128
APPENDIX D. DOC4
at all?
<@=PS2C0> <s n=034> No not really <^^>
<@=PS2BY> <s n=035> Just there are one or two I mean when we see tall, thin, young
people we think of all sorts of interesting medical things, but most of them are
completely <^^> at all, you see so
<@=PS2C0> <s n=036> Yeah.
<@=PS2BY> <s n=037> We always ask.
<@=PS2C0> <s n=038> No, fine.
<@=PS2BY> <s n=039> Right, okay .
<@=PS2C0> <s n=040> I've had a bit of problem with me knee left knee
<@=PS2BY> <s n=041> Have you ?
<@=PS2C0> <s n=042> Don't know if it's cartilage or not? <s n=043> I just
<@=PS2BY> <^^>
<@=PS2C0> <s n=044> play football on Sundays and I fence as well, Thursday night .
<@=PS2BY> <s n=045> Fence? <s n=046> Yes I <^^> good fencer, long
<@=PS2C0> <s n=047> Yeah.
<@=PS2BY> <s n=048> reach.
<@=PS2C0> <s n=049> That's right, yeah.
<@=PS2BY> <s n=050> Football, er I thought you might be big for football. <s n=051>
Basketball definitely.
<@=PS2C0> <s n=052> It's there <^^>
<@=PS2BY> <s n=053> Let's have a
<@=PS2C0> <s n=054> It's just there it after like when I'm resting it aches
<@=PS2BY> <s n=055> Yeah.
<@=PS2C0> <s n=056> a bit.
<@=PS2BY> <s n=057> Right. <s n=058> What about stairs and steps ,
<@=PS2C0> <^^>
<@=PS2BY> <s n=059> when you go up and down stairs and <^^>
<@=PS2C0> <s n=060> I noticed a bit more lately, yeah
<@=PS2BY> <s n=061> Yeah.
<@=PS2C0> <s n=062> but not so much <^^>
<@=PS2BY> <s n=063> Twisting? <s n=064> If you've got a <^^>
<@=PS2C0> <s n=065> No not really
<@=PS2BY> <s n=066> No you're okay, twisting, okay just <trunc> t </trunc> just turn
<@=PS2C0> <s n=067> It's just sort of there.
<@=PS2BY> <s n=068> slightly. <s n=069> Er No no no no your whole body
<@=PS2C0> <s n=070> Right.
<@=PS2BY> <s n=071> <^^> get <trunc> y </trunc> get your knee in, okay. <s n=072> Now
I'll just wobble it backward and let it go. <s n=073> __ There's full range of
movement. <s n=074> And a stable joint. <s n=075> __ It doesn't particularly wobble
around, does it?
<@=PS2C0> <s n=076> No.
<@=PS2BY> <s n=077> Okay.
<@=PS2C0> <s n=078> It's just that it's aching, I was wondering if the <^^>
<@=PS2BY> <s n=079> Just er Lift up, let it go completely <trunc> l </trunc> loose and
limp, that's fine. <s n=080> If I move the kneecap around it from side to side .
<@=PS2C0> <s n=081> No <^^>
<@=PS2BY> <s n=082> If I push the kneecap up?
<@=PS2C0> <s n=083> No.
<@=PS2BY> <s n=084> Okay. <s n=085> Down.
<@=PS2C0> <s n=086> No that's alright.
<@=PS2BY> <s n=087> You're okay there? <s n=088> Okay. <s n=089> Just let it flop
again. <s n=090> Does it er hurt under there?
<@=PS2C0> <s n=091> No, not really, no.
<@=PS2BY> <s n=092> And at the sides of the joint there?
<@=PS2C0> <s n=093> No. <s n=094> It was just the front moving <^^> that was
<@=PS2BY> <s n=095> Okay. <s n=096> I think if you have mainly pain in there it's much
more likely to be a little bit of inflammation under the this tendon which goes from
the muscle here over the top of the kneecap and attaches in there.
<@=PS2C0> <s n=097> Right.
<@=PS2BY> <s n=098> And it's this muscle that makes the whole leg go <event
desc="vocalized whipping sound"> like that. <s n=099> And it's a huge great big muscle
but it can get a little bit er inflamed, as it passes over the front edge of the
kneecap there. <s n=100> And that's what gives you the pain right at the front. <s
n=101> It's not
129
<@=PS2C0> <s n=102> Ah
<@=PS2BY> <s n=103> <trunc> rela </trunc> It's not actually the knee joint itself,
it's got nothing to do with the cartilages and it's particularly common in people who
are growing.
<@=PS2C0> <s n=104> Or tall .
<@=PS2BY> <s n=105> Or <^^> Or have grown. <s n=106> Well no, not particularly tall
but certainly growing and it's probably been It's probably just er related to that.
<@=PS2C0> <s n=107> Right.
<@=PS2BY> <s n=108> And you don't need to do anything. <s n=109> Keep yourself
generally fit, <^^>. <s n=110> So we'd better make a note of that. <s n=111> Ache left
knee, perhaps <^^> nothing to see. <s n=112> Ah and then __ and you're not getting any
side effects from <sic ed=LONGMAN> Erithramita </sic>
<@=PS2C0> <s n=113> No. <s n=114> No side effects, fine as far as I can tell.
<@=PS2BY> <s n=115> Okay. <s n=116> Now you're now er nineteen aren't you?
<@=PS2C0> <s n=117> I'm going to a university
<@=PS2BY> <s n=118> I was going to ask what you're doing. <^^>
<@=PS2C0> <s n=119> in September. <s n=120> Erm
<@=PS2BY> <s n=121> what three times a day aren't you?
<@=PS2C0> <s n=122> Yeah.
<@=PS2BY> <s n=123> Yeah.
<@=PS2C0> <s n=124> It's Dundee and they've asked me to transfer my medical records up
to the local G P up there.
<@=PS2BY> <s n=125> Actually what we'll do is we'll give you Er you're probably a bit
bigger than you were when we were giving you three er on three times a day. <s n=126>
We'll give you twice a day but a slightly bigger dose so that's actually five hundred
milligrammes twice a day. <s n=127> Give you a hundred and eighty which is three
months worth of those. <s n=128> Yes when you go up there you'll have to register but
if you I mean I presume the university term's what ten weeks?
<@=PS2C0> <s n=129> Yes, ten or twelve weeks cos I starting
<@=PS2BY> <s n=130> Yeah.
<@=PS2C0> <s n=131> in It starts September the twentieth
<@=PS2BY> <s n=132> Yeah.
<@=PS2C0> <s n=133> so it is a bit earlier. <s n=134> But
<@=PS2BY> <s n=135> So you're going to be there more than you're going to be here,
<@=PS2C0> <s n=136> Yeah.
<@=PS2BY> <s n=137> and er you obviously will need to register there. <s n=138> Now
there's two important things, first thing is your notes will take a long time to get
up there maybe up to three months.
<@=PS2C0> <s n=139> Right.
<@=PS2BY> <s n=140> I think some one has to walk from Nottingham to Dundee.
<@=PS2C0> <vocal desc=laugh>
<@=PS2BY> <s n=141> No it's just that they take ages and ages and ages cos Dundee will
ask Nottingham, Nottingham will ask us to bring the notes back, then we'll send them
to Nottingham, Nottingham will send them to Dundee, Dundee will send them to your G P.
<@=PS2C0> <s n=142> Right, okay .
<@=PS2BY> <s n=143> Convoluted isn't it? <s n=144> Convoluted, but that's the way it
goes and we can't actually release the notes to anyone but the local people in
Nottingham. <s n=145> So we can't send them up to your doctor. <s n=146> There's
absolutely nothing to tell your doctor fortunately, so we don't have to do a summary
for you or anything like that. <s n=147> But
<@=PS2C0> <s n=148> Right.
<@=PS2BY> <s n=149> the important is that he knows what you're on and why you're on
it, and you can tell him that.
<@=PS2C0> <s n=150> But I've got enough You'll write Will
<@=PS2BY> <s n=151> Erm
<@=PS2C0> <s n=152> you write a prescription <^^>
<@=PS2BY> <s n=153> one twice a day I I I would keep going with three month
prescriptions anyway, so that'll keep you going till the end of November No not quite
the end of November, but you can then see him and say look, I've got this this is why
I'm on these for.
<@=PS2C0> <s n=154> Yeah, right.
<@=PS2BY> <s n=155> And er he can introduce that. <s n=156> You'll probably find when
you register you're invited to go along for a new patient medical anyway, and all
sorts of things like that. <^^>
<@=PS2C0> <s n=157> Right.
130
APPENDIX D. DOC4
<@=PS2BY> <s n=158> All fun and <trunc> game </trunc> Just one twice a day. <s n=159>
Best taken on an empty stomach so half an hour before food. <s n=160> Don't interfere
with paracetamol, they don't interfere with aspirin, they don't interfere with
alcohol.
<@=PS2C0> <s n=161> That's alright then.
<@=PS2BY> <s n=162> Okay. <s n=163> Just to exaggerate those three points, I know, I
can remember being a student myself. <s n=164> Er the other thing of course, when
you're down here we can carry on treating you with what's called a temporary resident.
<@=PS2C0> <s n=165> Yes it's like the holidays, vacation <^^>
<@=PS2BY> <s n=166> Yeah no problems seeing you while you're down here as a temporary
resident, delighted to do so. <s n=167> Okay?
<@=PS2C0> <s n=168> Thanks very much.
<@=PS2BY> <s n=169> Very good, what are you doing up there?
<@=PS2C0> <s n=170> It's retail and distribution management.
<@=PS2BY> <s n=171> Aha.
<@=PS2C0> <s n=172> <^^> a degree so,
<@=PS2BY> <s n=173> Aha.
<@=PS2C0> <s n=174> but it's a year out as well. <s n=175> So it's four years .
<@=PS2BY> <s n=176> Four years, <^^> Okay.
<@=PS2C0> <^^>
<^^@=PS000> <@=PS2C0> <s n=177> Have a nice holiday.
<@=PS2BY> <s n=178> See you <^^> bye now.
<@=PS2C0> <s n=179> Bye. <event desc="end of job">
</stext> </bncDoc>
Appendix E
Doc5
<title> Medical consultation -- an electronic transcription <extent kb=28 words=1125>
<rec date=1993-07 type=DAT>
<person age=3 educ=X flang=EN-GBR id=PS2C4 n=W0001 sex=m soc=UU> Age: 35 Occupation:
general practitioner </person>
<person age=X educ=X flang=EN-GBR id=PS2C5 n=W0002 sex=m soc=UU> </person>
<setting county=Nottinghamshire n=098910 spont=H who='PS2C4 PS2C5'> <locName>
Farnsfield </locName> <locale> G P's surgery </locale> <activity> Doctor/patient
interview Consultation </activity> </setting> <term> medicine </term>
<term> Patient's medical problems </term>
<@=PS2C4>
<@=PS2C5>
It's just
had er no
<@=PS2C4>
<@=PS2C5>
<@=PS2C4>
<@=PS2C5>
holiday.
<@=PS2C5>
<@=PS2C4>
all?
<@=PS2C5>
<@=PS2C4>
this?
<@=PS2C5>
<@=PS2C4>
<@=PS2C5>
days, but
<@=PS2C4>
<@=PS2C5>
<^^>
<@=PS2C4>
<@=PS2C5>
<@=PS2C4>
<@=PS2C5>
<@=PS2C4>
different
<@=PS2C5>
<@=PS2C4>
<@=PS2C5>
<@=PS2C4>
<s n=001> What can I do for you today?
<s n=002> Erm I came to see you a few weeks ago <^^> at night you know er
like I'm just filling up, you know, with mucus and stuff and coughing and I
sleep for about a week. <s n=003> I went on holiday, I thought
<s n=004> Aha.
<s n=005> it was hay fever.
<s n=006> Yeah. <^^>
<s n=007> And it and it actually cleared up, got better while I were on
<^^@=PS2C4>
<s n=008> I've been back a week.
<s n=009> u give you some anti histamines, did they make any difference at
<s n=010> No.
<s n=011> Oh dear. <s n=012> Right are you actually getting wheezy with
<s n=013> Yes, very wheezy, yeah .
<s n=014> Right. <s n=015> Do you find you cough when you run around?
<s n=016> I've er I've only just I've only been coughing the last couple of
<s n=017> Yeah.
<s n=018> I I mean I mean I've been up since half past three this morning,
<s n=019>
<s n=021>
<s n=022>
<s n=023>
<s n=024>
from last
<s n=026>
<s n=027>
<s n=028>
<s n=029>
You wake in the early hours? <s n=020> I was
Yeah.
going to ask that as my next question.
Yeah.
Right let's have a listen because this sounds this sounds slightly
time. <s n=025> Certainly
Yeah.
sounds less like hay fever I must say.
Yeah.
Now er somewhere we have one of those, <^^> Right let's have a
131
132
APPENDIX E. DOC5
listen then. <s n=030> Just undo another <^^> Do you smoke?
<@=PS2C5> <s n=031> No.
<@=PS2C4> <s n=032> Good. <s n=033> What job do you do?
<@=PS2C5> <s n=034> Erm mechanic at <^^> place.
<@=PS2C4> <s n=035> Nice deep breath.
<@=PS2C5> <event desc="Wheezy breathing" dur=9>
<@=PS2C4> <s n=036> <^^> <event desc="thinking noise"> Oops. <s n=037> Picture of
something in <pause dur=7> <^^> everywhere. <s n=038> Hmm mm. <s n=039> You haven't
been anywhere exotic have you?
<@=PS2C5> <s n=040> No. <s n=041> I've only been to Devon and Cornwall, you can't
really call
<@=PS2C4> <s n=042> No you're not getting
<@=PS2C5> <^^>
<@=PS2C4> <s n=043> much there. <s n=044> And you haven't been abroad in the past six
months?
<@=PS2C5> <s n=045> No.
<@=PS2C4> <s n=046> Okay,
<@=PS2C5> <s n=047> Never had
<@=PS2C4> <s n=048> Right.
<^^@=PS2C5>
<@=PS2C4> <s n=049> What you do with this is take a big breath,
<@=PS2C5> <s n=050> Yeah.
<@=PS2C4> <s n=051> put it your mouth and blow out as hard and as fast as you can. <s
n=052> It'll make you cough probably, and keep your fingers off the <trunc> s </trunc>
off the
<@=PS2C5> <s n=053> Sorry.
<@=PS2C4> <s n=054> scale. <s n=055> It's okay. <s n=056> Right big blast.
<@=PS2C5> <event desc="big breath">
<@=PS2C4> <s n=057> You actually put it in your mouth.
<@=PS2C5> <s n=058> Sorry.
<@=PS2C4> <s n=059> It's alright.
<@=PS2C5> <event desc="big breath"> <vocal desc=cough>
<@=PS2C4> <s n=060> Oh dear, is that as hard and as fast as you can manage?
<@=PS2C5> <s n=061> Well I can I can have another try if you want.
<@=PS2C4> <s n=062> As if you're blowing out your birthday cake candle.
<@=PS2C5> <s n=063> Yeah.
<@=PS2C4> <s n=064> You remember the story bit about the big black wolf who
<@=PS2C5> <s n=065> Yeah.
<@=PS2C4> <s n=066> blow the little piggies house down. <s n=067> Well that's what
you're blasting at. <s n=068> That's how you blast through one of these.
<@=PS2C5> <event desc="big breath"> <vocal desc=cough>
<@=PS2C4> <s n=069> Yeah, yeah. <s n=070> I'm sorry. <s n=071> Well I did tell you
it'd make you cough.
<@=PS2C5> <s n=072> Yeah.
<@=PS2C4> <s n=073> Yes. <s n=074> Hmm. <s n=075> It's not very good is it? <s n=076>
It's under four hundred. <s n=077> And
<@=PS2C5> <s n=078> Mm.
<@=PS2C4> <s n=079> you should be probably around six fifty. <s n=080> Given your
build and height and age.
<@=PS2C5> <s n=081> Yeah.
<@=PS2C4> <s n=082> Now the story's much more that of late onset asthma,
<@=PS2C5> <s n=083> Yeah.
<@=PS2C4> <s n=084> Now a lot of asthmatics get it when they're fairly young. <s
n=085> But you can get it in For the first time at any age. <s n=086> And
<@=PS2C5> <s n=087> Mm.
<@=PS2C4> <s n=088> it may well be allergy mediated to <trunc> h </trunc> pollen or
dust or something like that. <s n=089> So it may just be a seasonal thing. <s n=090>
But I I think the diagnosis is asthma or what ever <trunc> t </trunc> whatever's
triggered it off. <s n=091> And we need to treat you along those lines.
<^^@=PS2C5>
<@=PS2C4> <s n=092> Now. <s n=093> The drugs of choice for asthma are inhaled drugs.
<@=PS2C5> <s n=094> Yeah.
<@=PS2C4> <s n=095> Then you can use very small doses, they go straight to the lungs,
and
<@=PS2C5> <s n=096> Mm.
<@=PS2C4> <s n=097> they work without any particular side effects. <s n=098> And you
can use inhalers like this, or you can use inhalers like this.
133
<@=PS2C5> <s n=099> Mm.
<@=PS2C4> <s n=100> You can use inhalers like <trunc> th </trunc> this puffer type.
<@=PS2C5> <s n=101> Yeah.
<@=PS2C4> <s n=102> Okay. <s n=103> And what I suggest we do is seeing Georgina's here
we send you through to see Georgina and she can, if she's got time, we can briefly run
through one or two types. <s n=104> See which
<@=PS2C5> <s n=105> Mm.
<@=PS2C4> <s n=106> suits you best.
<@=PS2C5> <s n=107> Yeah.
<@=PS2C4> <s n=108> Er
<@=PS2C5> <s n=109> What what what I can't understand, I can be alright, at the day,
and as
<@=PS2C4> <s n=110> Yeah.
<@=PS2C5> <s n=111> soon as it comes to to night time I
<@=PS2C4> <s n=112> Yeah.
<@=PS2C5> <s n=113> can feel me eyes getting sore.
<@=PS2C4> <s n=114> Yeah.
<@=PS2C5> <s n=115> And then it comes on and by the time two or three o'clock <trunc>
I </trunc> I'm I'm a wreck, even
<@=PS2C4> <s n=116> Yeah.
<@=PS2C5> <s n=117> even if I haven't had a shave, even the bristles, everything
<@=PS2C4> <s n=118> Yeah.
<@=PS2C5> <s n=119> seems dead sensitive .
<@=PS2C4> <s n=120> Yeah , that's right. <s n=121> I I
<@=PS2C5> <s n=122> Is that
<@=PS2C4> <s n=123> <trunc> As </trunc> Well it <trunc> i </trunc>
<@=PS2C5> <s n=124> Yeah.
<@=PS2C4> <s n=125> Asthma tends to flare up at various times it'll it tends
<@=PS2C5> <s n=126> Yeah.
<@=PS2C4> <s n=127> to flare up with exertion, <trunc> i </trunc> er and it has what's
called a diurnal rhythm so the body's natural rhythms affect it.
<@=PS2C4> <s n=128> Mm.
<@=PS2C5> <s n=129> And so it tends to be worse in the early hours of the morning and
you can have another blip in the sort of er middle to late afternoon as well. <s
n=130> When your sort of body's running down anyway, you know it's it's a few hours
after dinner time, it's not quite time to go home from work. <s n=131> It's a natural
time to get tired and you can have a blip ten as well.
<@=PS2C5> <s n=132> Mhm.
<@=PS2C4> <s n=133> Er and things like sort of er midday and a late evening er usually
fine, and then you have <trunc> y </trunc> quite a lot of asthmatics say they wake up
in the night, somewhere between two to five. <s n=134> And
<@=PS2C5> <s n=135> Mm.
<@=PS2C4> <s n=136> it's very very common. <s n=137> What I think we'll do to start
off with is to just put you on one inhaler and see how well you respond and if you
only need it <trunc> ev </trunc> every now and again we don't need to do anything
else. <s n=138> Some asthmatics need to be some On treatment on a in a regular
preventative basis.
<@=PS2C5> <s n=139> Mhm.
<@=PS2C4> <s n=140> In the same way we was giving people blood pressure tablets to
take every day. <s n=141> Whether
<@=PS2C5> <s n=142> Mm.
<@=PS2C4> <s n=143> they feel well or not. <s n=144> I think to start off with we'll
just give you something to relive the symptoms
<@=PS2C5> <s n=145> Yeah.
<@=PS2C4> <s n=146> and see what you need, so er
<@=PS2C5> <s n=147> I mean it's been <trunc> r </trunc> been really bad as <trunc> i
</trunc> You know I you know as er I don't know what to do with myself, you know
<@=PS2C4> <s n=148> Yeah.
<@=PS2C5> <s n=149> it Course <shift new=laughing> <^^> no sleep at night <shift>.
<@=PS2C4> <vocal desc=laugh>
<@=PS2C5> <s n=150> And walking about in
<@=PS2C4> <s n=151> Right you've only got a wheeze there's no evidence of
<@=PS2C5> <s n=152> Yeah.
<@=PS2C4> <s n=153> an <trunc> f </trunc> an infection, at all there. <s n=154>
There's no crackles and it's expanding well and it peaks <^^> three eight two which is
134
APPENDIX E. DOC5
okay but it's quite down on what it should be. <s n=155> So you're going <^^> either
Ventalin or <sic ed=LONGMAN> Briconil </sic> And we're going ask Georgina to see if
she's free. <s n=156> Okay?
<@=PS2C5> <s n=157> Right, thank you.
<@=PS2C4> <s n=158> Er and then we'll see what device cos <trunc> the </trunc> I mean
there's there's a couple more devices apart from those, and you know different people
are suited to different ones. <s n=159> There's no point in me giving you type A when
type B's better for you.
<@=PS2C5> <s n=160> Yeah.
<@=PS2C4> <s n=161> So we'll ask her to run through and see what's what. <s n=162>
Okay? <s n=163> Follow me.
<@=PS2C5> <s n=164> Right. <^^> <event desc="end of job">
</stext> </bncDoc>
Appendix F
Sol1
<title> Consultation with solicitor -- an electronic transcription <extent kb=87
words=4791> <rec date=1993-06-30 type=DAT>
<person age=4 educ=X flang=EN-GBR id=PS4G3 n=W0001 sex=m soc=UU> Age: 45 Name: Neville
Occupation: solicitor </person>
<person age=3 educ=X flang=EN-GBR id=PS4G4 n=W0002 sex=m soc=UU> Age: 40 Name:
Geoffrey Occupation: unemployed Notes: Client </person>
<setting county=Nottinghamshire n=122601 spont=H who='PS000 PS4G3 PS4G4'> <locName>
Southwell, Near Newark </locName> <locale> Solicitor's office on busy street </locale>
<activity> Legal onsultation Discussion, explanation </activity> </setting> <term> law
</term>
<term> Consideration of unfair dismissal </term>
<@=PS4G3> <s n=001> Okay what can we do for you? <@=PS4G4> <s n=002> Erm __ I do n't
know where to start to tell you the truth. <s n=003> __ I take it you 're the expert
on employment law? <@=PS4G3> <s n=004> I do a fair amount of employment <^^> yes.
<@=PS4G4> <s n=005> Well that that is what I 'm solely here for.
<@=PS4G3> <s n=006> Mhm.
<@=PS4G4> <s n=007> Erm __ I work for a company <#> Limited
<@=PS4G3> <s n=008> Mm.
<@=PS4G4> <s n=009> or or did __ erm __ for the last five and a half six years. <s
n=010> Three and a half years ago I was promoted to manager. __
<@=PS4G3> <s n=011> Yeah.
<@=PS4G4> <s n=012> Last September __ erm __ I was accompanied __ by another manager
so in effect there 's two managers __ running the place.
<@=PS4G3> <s n=013> <event desc="traffic noise"> Was he a new er appointment?
<@=PS4G4> <s n=014> I beg your pardon?
<@=PS4G3> <s n=015> Was he a new appointment?
<@=PS4G4> <s n=016> That 's right yeah.
<@=PS4G3> <s n=017> <^^> he 'd worked for <#> before?
<@=PS4G4> <s n=018> Erm __ yeah for a short period of time __ perhaps about two years
ago. <s n=019> It was very very short and certainly not in that capacity anyway.
<@=PS4G3> <s n=020> Right. __
<@=PS4G4> <s n=021> When he came along __ erm __ was about __ he was more or less
asked what terms he wanted and __ said that he was no to show no favouritism. <s
n=022> I was given a pay rise because they wanted him as well, you see. <s n=023> Part
of that was a company car. <s n=024> Erm __ I 'll <trunc> men </trunc> I 'll mention
him by name, it is a Mr <#> .
<@=PS4G3> <s n=025> Mr?
<@=PS4G4> <s n=026> <#> .
<@=PS4G3> <s n=027> How do you spell that?
<@=PS4G4> <shift new=spelling> <#> <shift>
<@=PS4G3> <s n=028> Yeah.
135
136
APPENDIX F. SOL1
<@=PS4G4> <s n=029> <vocal desc="clears throat"> Erm __ at this stage for the simple
reason that together with the __ erm promotion package, together with the wages
package, we was both given a company car. <s n=030> Now __ at this point __ Mr <#>
after having his either his third or fourth <trunc> dri </trunc> drink drive, <^^>
just come out of court six month <event desc="traffic noise"> <^^> had come out of
prison after doing a three month stretch __ for drink driving.
<@=PS4G3> <s n=031> Mm.
<@=PS4G4> <s n=032> <trunc> S </trunc> but __ what they say is part of his managerial
status demanded him having a company car __ to which I was given one as well <^^> but
in effect that then became his wife 's because he was still banned for drink driving.
<s n=033> __ Yeah?
<@=PS4G3> <s n=034> Yeah.
<@=PS4G4> <s n=035> You with me so far ?
<@=PS4G3> <s n=036> Yeah go ahead.
<@=PS4G4> <s n=037> __ Erm __ on the __ on the twenty third or thereabouts on the
twenty third of March of this year __ <event desc="sound of chair squeaking"> I myself
got stopped for drink driving. <s n=038> It was erm __ close, very close.
<@=PS4G3> <s n=039> Do you know what the reading was?
<@=PS4G4> <s n=040> Erm __ I think it was either forty four or forty six.
<@=PS4G3> <s n=041> Mm.
<@=PS4G4> <s n=042> Er __ the blood blood count, because it did go for blood count,
the blood count was er ninety three.
<@=PS4G3> <s n=043> Yeah, okay.
<@=PS4G4> <s n=044> Erm __
<@=PS4G3> <s n=045> So you got a twelve month ban <event desc="traffic noise"> <^^> ?
<@=PS4G4> <s n=046> Well <vocal desc="clears throat"> I then __. <s n=047> <#> <^^> do
n't make the appointments you see <^^> .
<@=PS4G3> <s n=048> Mm.
<@=PS4G4> <s n=049> And I spoke to <#> __ erm who appointed Mr <#> to __ take the case
for me.
<@=PS4G3> <s n=050> Mm.
<@=PS4G4> <s n=051> As __ as a direct result of it erm __ without <^^> anything about
it __ erm __ Mr <#> in court __ just wanted to get in and out. <s n=052> He accepted
the twelve month ban, fair enough.
<@=PS4G3> <s n=053> I see. <^^@=PS000>
<@=PS4G4> <s n=054> <event desc="traffic noise"> I I got a twelve month ban anyway. <s
n=055> Erm __ the managing director __ in front of Mr <#> __ erm __ said to me, It wo
n't affect your wages __ but what we will ask is that you give the company car back
until a period of time that your wife passes a test __ in which case __ it can be __
given to your wife as indeed managerial status __ <^^> Mr <#> .
<@=PS4G3> <s n=056> <pause dur=8> Yeah.
<@=PS4G4> <s n=057> Mm. <s n=058> __ On the seventh of June __ it took this long to
get to <^^> . <s n=059> On the seventh of June __ I got my statutory twelve months.
<@=PS4G3> <s n=060> Yeah.
<@=PS4G4> <s n=061> Erm __ on the seventeenth of June __ I was told that there was gon
na be a meeting on the eighteenth __ erm to which I would have to appear concerning my
drink driving. <s n=062> On the eighteenth of June attended this meeting erm perhaps
this <^^> on rather than you jotting down <^^>
<@=PS4G3> <vocal desc=cough>
<@=PS4G4> <s n=063> Perhaps <^^> enlighten you more. <s n=064> But __ <event
desc="sound of paper being unfolded"> although this says __ <shift new=reading>
minutes of the meeting <shift> it 's not actually minutes of the meeting. <s n=065> It
's just notes taken because after things that appeared on here.
<@=PS4G3> <s n=066> You do n't accept them as being accurate?
<@=PS4G4> <s n=067> <trunc> N </trunc> no they 're quite accurate but the relevant
details are missing.
<@=PS4G3> <s n=068> <pause dur=7> Okay let's have a look. <s n=069> What does <#> do?
<@=PS000> <^^>
<@=PS4G4> <s n=070> aerials and satellites <^^@=PS000>
<@=PS4G3> <shift new=reading> <pause dur=27> <^^> <shift> <^^@=PS4G4>
<@=PS4G3> <s n=071> <pause dur=52> Er C T D what does that stand for?
<@=PS4G4> <s n=072> Er that 's the managing director's initials.
<@=PS4G3> <s n=073> What 's his name?
<@=PS4G4> <s n=074> Er Charles <#> <#> .
<@=PS4G3> <s n=075> <pause dur=7> Does seem a bit ironic that he disapproves of drink
137
driving and then <event desc="traffic noise"> <^^> prison sentences <^^>
<@=PS4G4> <s n=076> Precisely.
<@=PS4G3> <event desc="traffic noise"> <^^>
<@=PS4G4> <s n=077> Well __ I do n't know but it 's there 's certainly a lot of
favouritism there. <s n=078> Erm __ so basically he 's still there and they 've got
rid of me __ making it as an excuse but __ Charles as partner __ is his brother,
Nicholas <#> . <s n=079> Now whatever Nick brought up does n't appear in there as if
Nick <#> never spoke.
<@=PS4G3> <s n=080> <trunc> Wh </trunc> what did he tell you?
<@=PS4G4> <s n=081> Erm __ it 's hard just off hand but <trunc> h </trunc> he mentions
several several things. <s n=082> What they 're saying is that Colin <#> was purely
administration. <s n=083> I mean I 've never needed a new licence for the last three
and a half years but Nicholas <#> __ erm __ prior to this in the countdown __ to me
appearing for my drink drive which is in a matter of about ten weeks I believe <vocal
desc="clears throat"> in the countdown to that, Nick <#> said on several <trunc> o
</trunc> two occasions anyway while other members of staff were present, Well this is
a way of getting rid of him without having to pay him redundancy money. <s n=084>
<pause dur=6> and that was in front of witnesses. <s n=085> But all the while I was
led to believe by this statement __ another thing is that <vocal desc=cough> __ the
day that <#> made the made the appointment for me to appear, sorry are you reading?
<@=PS4G3> <s n=086> No carry on, mm.
<@=PS4G4> <s n=087> The day that made the appointment to see <#> and Co, Nick <#> __
after coming out of that meeting with Nick <#> , we called in at the office, myself
and my wife, and whilst <^^> I was tidying some things up because I 'd got the
remainder of the afternoon off, Charles' wife said to my wife, my wife actually broke
down in tears, and she says, What 's up? <s n=088> Is __ is it just because of this
drink drive? and my wife Lorraine said, Well it is yeah. <s n=089> And she says, Well
do n't upset yourself about it because worse things has happened than this. <s n=090>
Think of Colin <#> and his predicament. <s n=091> Also it may be a godsend to you
because as soon as you drive that car becomes yours. <s n=092> Straightforward
conversation wife to wife, well <pause dur=7> again she must have been told that by
her husband to even mention it.
<@=PS4G3> <s n=093> <pause dur=9> <vocal desc="clears throat"> What 's his wife's
name?
<@=PS4G4> <s n=094> Shirley.
<@=PS4G3> <s n=095> Is she er involved in the company?
<@=PS4G4> <s n=096> Yeah she 's erm company secretary I believe.
<@=PS4G3> <s n=097> <vocal desc=cough> When you say that er __ <#> said that this was
a way of getting rid of you without paying you redundancy who was present at that __
who overheard him say that?
<@=PS4G4> <s n=098> Erm it was myself, Paul <#> an employee, erm __ a couple of other
employees who I believe to be Dave <#> and <^^> <#> .
<@=PS4G3> <s n=099> Any of those still with the company?
<@=PS4G4> <s n=100> All three.
<@=PS4G3> <s n=101> <pause dur=13> Do you have a copy of your contract of employment
or terms of employment.
<@=PS4G4> <s n=102> No that 's another thing. <s n=103> I 've never had a contract of
employment in the six years that I 've been there but erm <event desc="sound of
knocking on door and someone entering"> __ less than forty eight hours after all this
happened every employee was issued with a contract of employment. <s n=104> Now Paul
<#> this is what I 've found out since you see, Paul <#> erm said to them, Why
suddenly this? and he says, Oh we 've actually had them printed for the last two years
but we 've never had the time to give them out.
<@=PS4G3> <s n=105> <pause dur=17> Mr <#> 's status is identical <^^> his abilities
are different and it 's necessary to have a manager who is mobile <^^> . <s n=106>
What 's the difference between you and Mr <#> ?
<@=PS4G4> <s n=107> Well Mr <#> <^^> never been <^^> before at least I 've done it for
the first few years that I was there. <s n=108> Been out in the field done all the __
erm __ <^^> and worked my way up to it you see.
<@=PS4G3> <s n=109> This R A F Wittering job that they are referring to <vocal
desc="clears throat"> S S W F C
<@=PS4G4> <s n=110> Sheffield Wednesday Football Club.
<@=PS4G3> <s n=111> Right. <s n=112> Erm __ do they involve you travelling out there
on a regular basis?
<@=PS4G4> <s n=113> Well __ on the Wittering job __ <^^> he said he wanted somebody
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APPENDIX F. SOL1
there __ you know er myself as manager to oversee the job __ but on the Sheffield
Wednesday job, incidentally I 'd I got the contract from them both, the Sheffield
Wednesday job was done I 'd only ever had to visit it once and that was at my request
not at anybody else's and either way __ both erm the Wittering and the Sheffield
Wednesday er there have been other drivers going. <s n=114> Er I have never had to __
go solely on my own so to speak.
<@=PS4G3> <s n=115> Have you actually gone solo?
<@=PS4G4> <s n=116> Er I 've followed them down but the vehicle __ I could have got in
another vehicle.
<@=PS4G3> <s n=117> Is n't the argument gon na be that <^^> you make sure everything
's okay and then you come back again.
<@=PS4G4> <s n=118> I have spent all day there .
<@=PS4G3> <^^>
<@=PS4G4> <s n=119> All the lads leave at the exactly the same time that I leave. <s
n=120> <pause dur=11> But that 's how it 's been happening anyway.
<@=PS4G3> <s n=121> Mm <^^> a bit more information. <s n=122> Erm can you give me your
full name and date of birth.
<@=PS4G4> <s n=123> It 's Geoffrey Alan <#>
<@=PS4G3> <s n=124> Is that G or J ?
<@=PS4G4> <s n=125> G.
<@=PS4G3> <s n=126> <pause dur=6> And date of birth?
<@=PS4G4> <event desc="gives date of birth">
<@=PS4G3> <s n=127> And your address at the moment?
<@=PS4G4> <s n=128> <#> street, <^^> .
<@=PS4G3> <s n=129> And are you on the telephone there?
<@=PS4G4> <s n=130> <#> . <s n=131> Now after that
<@=PS4G3> <s n=132> Erm whoa whoa can I have some more information off you please
<@=PS4G4> <s n=133> I 'm sorry
<@=PS4G3> <s n=134> first. <s n=135> <vocal desc=cough> Er __ what were you originally
employed as by the <^^>
<@=PS4G4> <s n=136> Aerial engineer.
<@=PS4G3> <s n=137> <pause dur=8> And three and a half years ago <trunc> y </trunc>
you were promoted to manager. <s n=138> What 's what 's your actuals __ title, is it
just manager or is it something else? <s n=139> It 's in a reference here to
something.
<@=PS4G4> <s n=140> Manager.
<@=PS4G3> <s n=141> Internal field manager.
<@=PS4G4> <s n=142> Manager stroke coordinator.
<@=PS4G3> <s n=143> <pause dur=10> What 's your pay? <s n=144> <trunc> Wh </trunc>
what <^^> ?
<@=PS4G4> <s n=145> Erm __ two fifty basic
<@=PS4G3> <s n=146> Per week?
<@=PS4G4> <s n=147> Per week, plus commission.
<@=PS4G3> <s n=148> And what was your average take home?
<@=PS4G4> <s n=149> Erm __ it touched __ it touched twenty grand last year. <s n=150>
Or nineteen and a half something like that.
<@=PS4G3> <s n=151> And you got a company car as a benefit as well?
<@=PS4G4> <s n=152> Yeah.
<@=PS4G3> <s n=153> Was there a pension scheme?
<@=PS4G4> <s n=154> Erm __ yeah, but __ it was there was something that only certain
employees <event desc="sound of tearing paper"> <^^> that time <^^> the start of the
pension like myself, erm __ I have to pay five pound a week after tax for my pension.
<@=PS4G3> <s n=155> It is a contributory scheme?
<@=PS4G4> <s n=156> That 's right and they paid some child
<@=PS4G3> <s n=157> Any other benefits <^^> paying erm __ BUPA?
<@=PS4G4> <s n=158> No.
<@=PS4G3> <s n=159> Private health?
<@=PS4G4> <s n=160> No.
<@=PS4G3> <s n=161> Telephone home telephone? <s n=162> Okay. <s n=163> Erm normal
hours per week how many hours a week were you working?
<@=PS4G4> <s n=164> Ooh __ erm __ hard to say. <s n=165> That that figure does include
overtime erm
<@=PS4G3> <s n=166> Yeah.
<@=PS4G4> <s n=167> The basic __ hours are forty two and a half
<@=PS4G3> <s n=168> <^^> <vocal desc="clears throat"> And when did they actually
139
terminate the employment did it take effect from the eighteenth of June or what?
<@=PS4G4> <s n=169> No that was that was the Friday and as it says <trunc> th </trunc>
well I do n't know if it says there or not, but they said __ what would happen, they
'd think about it over the weekend and they 'd contact me the Monday afternoon __ erm
__ to make a final decision. <s n=170> The Monday evening they phone me up and said
that __ I was to attend another meeting on Tuesday which I believe were the twenty
second <^^> <vocal desc=sniff> to which they said, We 've thought about it and we 've
decided not to continue your employment. <s n=171> And a formal letter will follow.
<@=PS4G3> <s n=172> Have you ever had any discipline problems at all in the past?
<@=PS4G4> <s n=173> Not that I can remember.
<@=PS4G3> <s n=174> Okay. <event desc=tel dur=5>
<@=PS4G4> <s n=175> On the Tuesday I went in and they said that a letter would follow
__ right __ that was on the __ Tuesday the twenty first something like that, then I
never heard nothing from them until __ this came lunchtime post this Monday <pause
dur=6> recorded delivery.
<@=PS4G3> <s n=176> Twenty eighth. <s n=177> <event desc="reads letter handed to him">
<pause dur=37> <vocal desc=sniff> What we 're saying here is er if you take an ex
gratia payment you are not entitled to apply to the industrial tribunal.
<@=PS4G4> <s n=178> I could n't understand it because it contradicts itself twice.
<@=PS4G3> <s n=179> Yeah __ saying that they 're entitled to dismiss you without
notice. <s n=180> <shift new=reading> We are going to give you one week's pay in
respect of each couple of years of <trunc> servi </trunc> , years' service. <shift> <s
n=181> If they 've made you redundant that 's what they have to do. <s n=182> They
have to give you a week's pay for each year __ that you have been employed them
<trunc> a </trunc> as pay in lieu of notice. <s n=183> That 's redundancy as opposed
to dismissal. <s n=184> So they 're saying this is an ex gratia payment in other words
they 're offering you that payment as er __ some compensation for the fact that you
've losing your job. <s n=185> But it says here should a tribunal require them to pay
a basic award for compensation then that payment is on the basis that it 's offered
and accepted in satisfaction __ er towards those payments. <s n=186> It 's very clumsy
language but I think what what they 're saying is that __ if you go to the tribunal
and you get compensation, anything they pay you now is going to have to come off that.
<s n=187> Erm but then later on <trunc> th </trunc> they 're saying that <trunc> you
</trunc> you 're accepting it in full and final settlement. <pause dur=8> <^^>
<@=PS000> <s n=188> <^^> contributing towards
<@=PS4G3> <s n=189> towards these yeah it 's not full and final settlement it 's
towards these payments. <s n=190> I do n't understand this bit <shift new=reading> to
pay a basic award of compensation following an order <^^> <shift> . <s n=191> A
tribunal will either <trunc> re </trunc> __ instate you or it will say they have to
pay compensation.
<@=PS4G4> <s n=192> Mm.
<@=PS4G3> <s n=193> It wo n't be both.
<@=PS4G4> <s n=194> I I just did n't understand it that 's <^^> come for the advice
for you see. <s n=195> Well <vocal desc="clears throat">
<@=PS4G3> <s n=196> Well you got you got three months from the date __ of termination
which you can take as effect from the twenty second of June to make a claim to the
industrial tribunal. <s n=197> Erm it 's very much what I would term a fifty fifty
case. <s n=198> The strongest argument we 've got is that <#> has got a driving record
worse than yours and he has been taken on despite that record. <s n=199> Erm you are
of equal management status your abilities are the same __ erm why should you be
differentiated __ from him. <s n=200> Er that 's your strongest argument. <s n=201> If
he was n't there then I would say that you you 'd be on a sticky wicket, because most
terms of employment say that if you er have a driving licence and you lose it then
your employment will automatically finish.
<@=PS4G4> <s n=202> Mm.
<@=PS4G3> <s n=203> And virtually all contracts of employment where anybody is
required to to drive during the course of their work should contain that clause from
an employers point of view.
<@=PS4G4> <s n=204> Mm.
<@=PS4G3> <s n=205> <vocal desc=sniff> Now you 've never had a __ a contract of
employment so that goes in favour as well. <s n=206> Erm we 're entitled to ask them
for er entitled to ask the tribunal to say what terms of employment <trunc> wou
</trunc> <trunc> w </trunc> should have been. <s n=207> Erm the tribunal may well say
that one of those clauses should be if you lose your driving licence you lose your
job, so it 's a fairly dangerous thing to apply to the tribunal to get terms of
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APPENDIX F. SOL1
employment sorted out. <s n=208> The best advice I can give you is simply to go for
unfair dismissal on the basis that you 've got two managers who do exactly the same
job, there 's no need for you to go on site, there are other drivers that could get
you there, therefore it 's not necessary to finish your job simply because you 've
lost your licence. <s n=209> Erm even if we 're wrong in that then they should have
looked at alternative positions within the company which did n't require you to drive
__ erm __ <^^> that 's the basic advice at the moment.
<@=PS4G4> <s n=210> Yeah. <s n=211> <trunc> Th </trunc> the the other thing erm
reference that <vocal desc="clears throat"> this other manager has not __ at no
<trunc> occa </trunc> on no occasion has that car been used for company use.
<@=PS4G3> <s n=212> Right.
<@=PS4G4> <s n=213> Not even as <trunc> f </trunc> far as getting him to work in the
morning. <s n=214> Some other employee has to go and fetch him in the morning
<@=PS4G3> <s n=215> Yeah.
<@=PS4G4> <s n=216> deliver him to work, take him home in the evening. <s n=217> That
company __ company car has never been used for company use. <s n=218> __ Then the
other argument __ as I can see is that they 've __ led me to believe, I <trunc> don
</trunc> I know you said that <vocal desc=cough> it 's automatic twelve month ban, but
__ we just accepted that because I was led to believe that my job was safe. <s n=219>
In certain circumstances if it is close it has been <event desc="sound of ambulance
passing on street"> <^^>
<@=PS4G3> <s n=220> Sorry say again?
<@=PS4G4> <s n=221> <trunc> I </trunc> in certain circumstances if your job 's on the
line and that <^^>
<@=PS4G3> <s n=222> Only if only if you 're a <sic ed=LONGMAN> totter </sic>
<@=PS4G4> <s n=223> Erm
<@=PS4G3> <s n=224> If you 've had speeding disqualification er speeding points and
you were up for disqualification because you 'd totted up twelve points
<@=PS4G4> <s n=225> Mm. <=PS4G3> < n=226> then __ you < VM0> can < VVI> ar gue what 's
called special hardship. <s n=227> You ca n't do that when it 's a drink driving.
<@=PS4G4> <s n=228> You ca n't. <s n=229> I see.
<@=PS4G3> <s n=230> It 's an automatic twelve months.
<@=PS4G4> <s n=231> Yeah.
<@=PS4G3> <s n=232> Nothing you can do about that. <s n=233> Has to be a ban.
<@=PS4G4> <s n=234> Mm.
<@=PS4G3> <s n=235> So I ca n't criticize __ the decision of the court on that or __
or the way the solicitors __ dealt with it. <s n=236> I mean twelve months is is the
minimum period it could have been more.
<@=PS4G4> <s n=237> Mm.
<@=PS4G3> <s n=238> You ca n't argue hardship on a drink drive.
<@=PS4G4> <s n=239> No.
<@=PS4G3> <s n=240> <vocal desc="clears throat"> Right well erm so <trunc> y </trunc>
<#> at the moment have they paid you up to date?
<@=PS4G4> <s n=241> What they 've paid me __ <trunc> wha </trunc> what I 'm entitled
to __ is erm __ obviously my week's wage __ that I 've worked, fortnight's holiday pay
<@=PS4G3> <s n=242> Mm.
<@=PS4G4> <s n=243> and then we have what we <trunc> li </trunc> call a floating week
which is made up of five rest days, you can have them at any time __ yeah to
<@=PS4G3> <s n=244> Yeah.
<@=PS4G4> <s n=245> make your third week. <s n=246> Now I 've had two of those rest
days __ prior to all this so I would be owed a fortnight's holiday pay plus three rest
days. <s n=247> What they 've sent me is erm __ a week's wage and my three rest days
but no holiday pay.
<@=PS4G3> <s n=248> <^^> you 're not <^^> this so called ex gratia payment.
<@=PS4G4> <s n=249> No. <s n=250> I 've not contacted them. <s n=251> I mean I suppose
I could contact them and say yeah I 'll take that.
<@=PS4G3> <s n=252> I think you 've got to be careful how you word the letter on that
because what I do n't want you to do is to say yes okay and then find you 're blocked
on an industrial tribunal application.
<@=PS4G4> <s n=253> Mm.
<@=PS4G3> <s n=254> So what I would suggest is that we reply to to this for you. <s
n=255> Puts them on notice that you 've been to see a solicitor.
<@=PS4G4> <s n=256> They may withdraw it then.
<@=PS4G3> <s n=257> Yeah they might.
<@=PS4G4> <s n=258> Mm.
141
<@=PS4G3> <s n=259> That 's a risk. <s n=260> At the end of the day it 's a matter for
you. <s n=261> I mean if you want to make sure you 've got that in your hand I would
simply say to you
<@=PS4G4> <s n=262> You see
<@=PS4G3> <s n=263> make sure it 's done so that you 're not prejudicing your
industrial tribunal case by saying that you 'll accept the ex gratia payment but you
also reserve the right to take legal advice about the termination of your employment.
<s n=264> Something along those lines.
<@=PS4G4> <s n=265> Mm. <s n=266> You see er what I 'm worried about is that __ erm __
<^^> basically I wanted to see you first __ before I even answered it before I phoned
them up and say yeah okay or <trunc> wha </trunc> what have you. <s n=267> Erm the
simple reason is I 've been signing on, erm they 've suspended my unemployment. <s
n=268> I 've got a wife and two children.
<@=PS4G3> <s n=269> Yeah. <s n=270> Does your wife work or not?
<@=PS4G4> <s n=271> No. <s n=272> <trunc> Y </trunc> <trunc> y </trunc> you could say
no.
<@=PS4G3> <s n=273> How old are your children?
<@=PS4G4> <s n=274> Er __ four and nine. <s n=275> I 've got one I pay maintenance on
as well.
<@=PS4G3> <s n=276> And how much are you paying in maintenance?
<@=PS4G4> <s n=277> Well <trunc> th </trunc> that 's not a court order that 's just
straight out out of my bank account into her bank account.
<@=PS4G3> <s n=278> What do you pay?
<@=PS4G4> <s n=279> Ten pound a week.
<@=PS4G3> <s n=280> So at the moment with the earning <^^> that they paid you up to
date two hundred and fifty quid I ca n't give you reduced advice under the legal aid
system at the moment because you 're still being paid. <s n=281> As soon as that stops
and you 've got no income
<@=PS4G4> <s n=282> Well that was last week. <s n=283> I 've had nothing this week.
<@=PS4G3> <s n=284> So you 've got no income __ as of today's date.
<@=PS4G4> <s n=285> Er well I do n't know. <s n=286> I do n't know if I 've got that
fortnight's holiday pay to come or what.
<@=PS4G3> <event desc="sound of paper being crumpled"> <^^> <^^@=PS4G4>
<@=PS4G3> <s n=287> Have you got any savings at all anywhere.
<@=PS4G4> <s n=288> Er ha __ well I 've got a bit in my building society account
<@=PS4G3> <s n=289> Does <trunc> th </trunc> those savings exceed one thousand six
hundred and thirty five pounds?
<@=PS4G4> <s n=290> I think there 's about two grand in there but
<@=PS4G3> <s n=291> Mm. <s n=292> I Alright I 'll just stop you there. <s n=293> I ca
n't give you reduced cost advice at the moment but it may be that in two or three
weeks' time your <trunc> s </trunc> situation __ has changed to the extent where I
can.
<@=PS4G4> <s n=294> Yeah.
<@=PS4G3> <s n=295> <^^> Now I can advise you in the office under the green form
system __ if you are eligible for it because you __ you 've got no income coming in
and your savings are below one thousand six hundred quid.
<@=PS4G4> <s n=296> Right.
<@=PS4G3> <s n=297> That covers me for office work to negotiate to try and settle this
case. <s n=298> It covers me for the preparation work to an industrial tribunal. <s
n=299> It will not cover me for the hearing. <s n=300> Legal aid is not available in
any form for industrial tribunal hearings __ erm so what I usually say is that we
assist the client up to the stage __ where <trunc> s </trunc> it means going __ er to
the tribunal itself.
<@=PS4G4> <s n=301> Yeah.
<@=PS4G3> <s n=302> And then if er you want a <trunc> so </trunc> solicitor with you
on that day we 'll have to come to some arrangement with you privately about the
costs. <^^@=PS000>
<@=PS4G3> <s n=303> But <^^> today's date even that does n't apply because <trunc> you
</trunc> you 're category 's above the level at which I can give you advice.
<@=PS4G4> <s n=304> Yeah but that 's only because I er I owe a grand in poll tax you
see.
<@=PS4G3> <s n=305> Right well as soon as you can come to me and say, I 've no longer
got that amount
<@=PS4G4> <s n=306> Mm.
<@=PS4G3> <s n=307> we can you sign you up to one of these green forms. <s n=308> I ca
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APPENDIX F. SOL1
n't do it today.
<@=PS4G4> <s n=309> Mm.
<@=PS4G3> <s n=310> Erm <vocal desc=cough> er basically I 'm going to <trunc> h
</trunc> have to boot you out because I 've got somebody else waiting for me .
<@=PS4G4> <s n=311> Right that 's fine .
<@=PS4G3> <s n=312> Erm you 've got to make a decision what to do. <s n=313> Er erm I
<trunc> wo </trunc> obviously make sure you keep hold of those cos I 'll want <trunc>
copi </trunc> <^^> of those if you want me to do anything more for you.
<@=PS4G4> <s n=314> Mm.
<@=PS4G3> <s n=315> Erm I would suggest that if you are going to contact them yourself
about this, that you make sure it 's done without prejudice. <s n=316> Put it in
writing marked, Without prejudice
<@=PS4G4> <s n=317> Mm.
<@=PS4G3> <s n=318> erm to your rights to apply to an industrial tribunal. <s n=319>
Erm and then <trunc> y </trunc> you know you get your cash and <event desc="traffic
noise"> <^^> three months from __ twenty second of June to do something about it.
<@=PS4G4> <s n=320> Yeah. <s n=321> Right. <s n=322> But __ you would certainly accept
it for now then?
<@=PS4G3> <s n=323> Yeah I think you 've got a case worth pursuing.
<@=PS4G4> <s n=324> Mm.
<@=PS4G3> <s n=325> I do n't know how strong it is because as I say, erm most
contracts of employment do __ include a provision that if somebody <trunc> h </trunc>
has a driving licence and loses it and driving is part of their work, even if it 's
only a minor part of their work, then the employer can __ erm __ dismiss.
<@=PS4G4> <s n=326> Well what they said to me was
<@=PS4G3> <s n=327> But your advantage is you 've got no <trunc> em </trunc> contract
of employment.
<@=PS4G4> <s n=328> But <trunc> wh </trunc> what they said to me was although __ erm
__ although it 's not a driving is not a major part of <^^> and your role was changing
and whatever that means
<@=PS4G3> <s n=329> And you did n't know that did you?
<@=PS4G4> <s n=330> Well plus plus the fact that erm __ it 's not that you have n't
got one, or it 's not that we 'd need you to drive __ it 's that you 're denying us
the privilege __ of being able to send you.
<@=PS4G3> <s n=331> Mm. <s n=332> Well there is some argument in that, but, you know
they should be looking at alternatives __ somebody to drive you out __ the sites where
they <^^> , the <^^> whole time they would take you there and bring you back.
<@=PS4G4> <s n=333> Mm.
<@=PS4G3> <s n=334> It seems to apply does n't it?
<@=PS4G4> <s n=335> Plus that other thing that __ was at __ you know that it __ it
stated it 's a way of getting rid of him without redundancy.
<@=PS4G3> <s n=336> Yeah sure. <s n=337> I mean if you can come up with the witnesses
that are prepared to stick their head in the noose and say that. <s n=338> That 's
going to be your problem because they 're all still <trunc> wor </trunc> working for
the company.
<@=PS4G4> <s n=339> Mm.
<@=PS4G3> <s n=340> But if you can get somebody to come along and say that then er erm
<trunc> y </trunc> your case gets a lot stronger. <s n=341> __ Okay? <s n=342> So I
'll leave it with you.
<@=PS4G4> <s n=343> It 's just that <trunc> I </trunc> I 'm finding it __ well I 'm
not. <s n=344> My wife 's getting __ very upset about it, the whole affair and
everything like that
<@=PS4G3> <s n=345> Mm.
<@=PS4G4> <s n=346> And er I do n't know whether to __ it 's it 's the money aspect of
it because if my __ unemployment 's stopped
<@=PS4G3> <s n=347> Well we 'll stop <^^>
<@=PS4G4> <s n=348> I mean
<@=PS4G3> <s n=349> at eight weeks, say they stop it by erm
<@=PS4G4> <s n=350> Twenty six
<@=PS4G3> <s n=351> twenty six, it 's <^^> these days
<@=PS4G4> <s n=352> Or up to twenty six anyway .
<@=PS4G3> <s n=353> Er do __ they should give you income support as opposed to
unemployment benefit .
<@=PS4G4> <s n=354> Yeah but even that it 's __ it 's ridiculously low.
<@=PS4G3> <s n=355> Yeah.
143
<@=PS4G4> <s n=356> Erm.
<@=PS4G3> <s n=357> In terms of <trunc> h </trunc> <trunc> h </trunc> what 's your
objective. <s n=358> Er do you want to go back and work for them, is that the <trunc>
m </trunc> the main thing so you 've got your job back, cos if you claim compensation
<trunc> th </trunc> the basic __ award is equivalent to redundancy which it sound as
though they may well __ pay about of half that to you. <s n=359> Erm that 's if you
prove your case. <s n=360> You 'd get a basic award equivalent to what would happen if
you were made redundant. <s n=361> On top of that you get compensation which is a
maximum of ten thousand pounds and depends on __ erm __ whether you 've got another
job, erm __ whether you 've contributed towards your own dismissal, and I think
<trunc> th </trunc> the tribunal would knock something off for that. <s n=362> <trunc>
A </trunc> at a guess I would think they would probably give you about three to six
months' worth of pay __ as compensation, if
<@=PS4G4> <s n=363> Mm.
<@=PS4G3> <s n=364> you proved your case.
<@=PS4G4> <s n=365> Mm.
<@=PS4G3> <s n=366> So it 's not a vast amount in comparison with having no job.
<@=PS4G4> <s n=367> No no but it goes somewhere near half way I mean
<@=PS4G3> <s n=368> <^^> a question of whether you can go back
<@=PS4G4> <s n=369> the the reasoning being that __ I 've gone into the aspects of __
erm income support and that and __ basically <trunc> i </trunc> it 's about seventy
pound a week to live on .
<@=PS4G3> <s n=370> Yeah, yeah.
<@=PS4G4> <s n=371> Now which is upsetting my wife. <s n=372> But in the mean time my
wages I 've had last week have been spent
<@=PS4G3> <s n=373> Mm.
<@=PS4G4> <s n=374> I do n't know <^^> __ I do n't know how long income support 's
going to be, I do n't know how long my next pay packet 's gon na be or what have you.
<^^>
<@=PS4G3> <s n=375> The sooner you 're on income support again I can sign you up to
one of these green forms, so I can give you some advice on that.
<@=PS4G4> <s n=376> You can?
<@=PS4G3> <s n=377> Yeah. <s n=378> I can then <^^> advise you.
<@=PS4G4> <s n=379> Well I filled all the forms in and that
<@=PS4G3> <^^>
<@=PS4G4> <s n=380> it 's just a matter of delivering <^^> .
<@=PS4G3> <s n=381> Yeah. <s n=382> Your capital at the moment takes you just over so
__ you know once your capital 's below sixteen hundred quid
<@=PS4G4> <s n=383> Mm.
<@=PS4G3> <s n=384> I can then sign you up to that.
<@=PS4G4> <s n=385> Mm.
<@=PS4G3> <s n=386> It wo n't cost you for my advice. <s n=387> Well what I 'll do is
I 'll stick it in my diary for a couple of weeks.
<@=PS4G4> <s n=388> Yeah. <s n=389> Would you
<@=PS4G3> <s n=390> <trunc> Y </trunc>
<@=PS4G4> <s n=391> Would you recommend that <vocal desc="clears throat"> I got rid of
some of it then by __ paying my poll tax or __ doing something with it or use the
money to live off?
<@=PS4G3> <s n=392> <vocal desc=sigh> It 's very difficult to advise you is n't it? <s
n=393> I <trunc> d </trunc> <trunc> th </trunc> the natural inclination is to say
<shift new=laughing> use it <trunc> t </trunc> to live off <shift> because you do n't
have a problem over the next twenty six weeks.
<@=PS4G4> <s n=394> Mm. <s n=395> __ Mm. <s n=396> And then again __ if they pay me
this money __ as an ex gratia payment.
<@=PS4G3> <s n=397> You have to tell the D S S.
<@=PS4G4> <s n=398> Or, I 've got to __ get rid of that as well have n't I?
<@=PS4G3> <s n=399> Mm. <s n=400> <pause dur=5> But I think you 've got a case which I
__ I would say is fifty fifty. <s n=401> It 's one __ that we can perhaps put a bit of
pressure on if we issue an application for you by getting ACAS involved and seeing
whether ACAS can either get you back there or er __ get you a compensation off them.
<@=PS4G4> <s n=402> Yeah.
<@=PS4G3> <s n=403> So <^^>
<@=PS4G4> <^^>
<@=PS4G3> <s n=404> they 'll be in trouble to start with cos they had no contracts of
employment out at that time.
144
APPENDIX F. SOL1
<@=PS4G4> <s n=405> Yeah. <s n=406> So __ what do you want me to do for now then?
<@=PS4G3> <s n=407> Well __ you follow up what you want to do with the company when
you 've thought about what I 've said to you
<@=PS4G4> <s n=408> Yeah.
<@=PS4G3> <s n=409> erm __ let me know what you do
<@=PS4G4> <s n=410> Yeah.
<@=PS4G3> <s n=411> erm and then I can put together
<@=PS4G4> <s n=412> Contact you within the next fortnight something
<@=PS4G3> <s n=413> Yeah.
<@=PS4G4> <s n=414> like that?
<@=PS4G3> <s n=415> Yeah and I 'll put together er a tribunal claim for you. <s n=416>
Get it to you __ for checking.
<@=PS4G4> <s n=417> Thanks for your help.
<@=PS4G3> <s n=418> Okay.
<@=PS4G4> <s n=419> Okay then.
<@=PS4G3> <s n=420> Right.
<@=PS4G4> <^^>
<@=PS4G3> <s n=421> Just let me know what you want to do and __ we 'll put it together
for you.
<@=PS4G4> <s n=422> Okay then. <s n=423> Thanks then.
<@=PS4G3> <s n=424> Cheers. <event desc="end of transcription"> </stext> </bncDoc>
Appendix G
Sol2
<title> Consultation with solicitor -- an electronic transcription <extent kb=32
words=1518> <rec date=1993-06-30 type=DAT>
<person age=4 educ=X flang=EN-GBR id=PS4G5 n=W0001 sex=m soc=UU> Age: 45 Name: Neville
Occupation: solicitor </person>
<person age=1 educ=X flang=EN-GBR id=PS4G6 n=W0002 sex=f soc=UU> Age: 20 Name: Sarah
Notes: Client and main speaker. </person>
<person age=4 educ=X flang=EN-GBR id=PS4G7 n=W0003 sex=f soc=UU> Age: 50+ Notes:
Speaks very little. </person>
<setting county=Nottinghamshire n=122602 spont=H who='PS4G5 PS4G6 PS4G7'> <locName>
Southwell, Near Newark </locName> <locale> Solicitor's office on busy street </locale>
<activity> Legal consultation Question-and-answer, exlpanation. </activity> </setting>
<term> law </term>
<term> Advice about custody of child. </term>
<@=PS4G5> <s n=001> Erm __ okay first things first, can I just have your full name
please?
<@=PS4G6> <s n=002> Sarah <#>
<@=PS4G5> <s n=003> Is that <shift new=spelling> <#> <shift> ?
<@=PS4G6> <shift new=spelling> <#> <shift>
<@=PS4G5> <s n=004> <shift new=spelling> <#><shift> erm and your date of birth please.
<@=PS4G6> <event desc="Gives date of birth.">
<@=PS4G5> <s n=005> And your address?
<@=PS4G6> <#>
<@=PS4G5> <s n=006> Yeah. <^^@=PS4G6>
<@=PS4G5> <s n=007> And are you on the phone there?
<@=PS4G6> <s n=008> No.
<@=PS4G5> <s n=009> Okay just so I can assess whether I can give you reduced cost
advice under the legal aid system, are you working at all at the moment? <s n=010> Do
you receive income support? <s n=011> Okay, <vocal desc="clears throat"> what we 'll
do then is get you to sign __ this form here, we call it a green form fairly obviously
from its colour and that means that I can do up to __ erm about eighty six pounds
worth of er a bit more depending on __ on what we have to do, and you do n't have to
pay us anything __ towards that. <s n=012> <^^> I take it as you are on income support
you 've got no savings at all.
<@=PS4G6> <s n=013> <^^> no.
<@=PS4G5> <s n=014> Okay could you sign that for me please down the bottom there. <s
n=015> __ Right what can we do for you?
<@=PS4G6> <s n=016> <^^> I was advised by a policeman <^^> custody advice.
<@=PS4G5> <s n=017> Okay. <s n=018> Er can you give me the __ name of the father of
the child?
<@=PS4G6> <s n=019> Alan <#>
145
146
APPENDIX G. SOL2
<@=PS4G5> <s n=020> Alan?
<@=PS4G6> <#> <shift new=spelling> <#> <shift>
<@=PS4G5> <s n=021> And his address?
<@=PS4G6> <s n=022> <#> .
<@=PS4G5> <s n=023> <#> ?
<@=PS4G6> <s n=024> <#> .
<@=PS4G5> <s n=025> And the child's name?
<@=PS4G6> <s n=026> Ricky.
<@=PS4G5> <s n=027> R I C K I?
<@=PS4G6> <s n=028> Y.
<@=PS4G5> <s n=029> Okay. <s n=030> No middle name?
<@=PS4G6> <s n=031> Alan.
<@=PS4G5> <s n=032> <^^> . <s n=033> And his date of birth?
<@=PS4G6> <event desc="gives date of birth">
<@=PS4G5> <s n=034> Er and does he suffer from any serious illness or disability?
<@=PS4G6> <s n=035> No.
<@=PS4G5> <s n=036> __ Right er custody no longer exists, it 's called something else.
<s n=037> Erm what you apply for if if it goes to court is what 's called a residence
order, and what you would probably know as access
<@=PS4G6> <s n=038> Yeah.
<@=PS4G5> <s n=039> is known as contact. <s n=040> Okay all the rules changed er __
=bout about a year ago now. <s n=041> <trunc> S </trunc> are you having problems at
the moment with with the father?
<@=PS4G6> <s n=042> Well erm when I was living with him
<@=PS4G5> <s n=043> Yeah.
<@=PS4G6> <s n=044> he assaulted me a <trunc> f </trunc> few times and the last time
he did it I __ involved the police and he was in court last Thursday and he was found
guilty of assault. <s n=045> And that 's the only time I 've seen him since Boxing Day
last year.
<@=PS4G5> <s n=046> Convicted last Thursday?
<@=PS4G6> <s n=047> Yeah.
<@=PS4G5> <s n=048> What happened to him, do you know?
<@=PS4G6> <s n=049> Erm __ got fined a hundred and ninety six pounds and has got to
pay me fifty pound compensation.
<@=PS4G5> <s n=050> <pause dur=8> Apart from that you separated in December __ ninety
two.
<@=PS4G6> <s n=051> Mm <^^>
<@=PS4G5> <s n=052> Erm did you say Boxing Day?
<@=PS4G6> <s n=053> Yeah. <s n=054> That 's the last time he saw Ricky as well. <s
n=055> He 's never been in contact.
<@=PS4G5> <s n=056> <pause dur=12> Erm are you expecting a problem from him?
<@=PS4G6> <s n=057> <^^> that 's why I was advised to come and do this?
<@=PS4G5> <s n=058> Right, what are you expecting to happen?
<@=PS4G6> <s n=059> Well he does n't know where I live at the <^^> but it came up in
court that he was going to __ take me to court for access, making it out as though it
was my fault that he had n't seen Ricky, I was stopping him from seeing Ricky when __
<^^> it 's his own fault. <s n=060> <^^> I 've been told by __ numerous friends of his
that he does n't want anything to do with Ricky at all, that he 's said <event
desc="traffic noise"> <^^> .
<@=PS4G5> <s n=061> <pause dur=15> Why do you think __ that he said said to court he
was gon na go for <^^> ?
<@=PS4G6> <s n=062> I do n't know it 's just __ I think he 's trying to make me out as
a bad mother <^^>
<@=PS4G5> <s n=063> Did he ever use any violence on the child __ towards the child?
<@=PS4G6> <s n=064> Well he 's hit me while I 've had my kid in my arms and <^^> __
quite a few times. <s n=065> He 's never actually gone __ to harm Ricky.
<@=PS4G5> <s n=066> <pause dur=9> <vocal desc=sniff> Does he work?
<@=PS4G6> <s n=067> No. <vocal desc="clears throat">
<@=PS4G5> <s n=068> <vocal desc=cough> Have the Child Support Agency had an interview
with you yet? <event desc="turning through paper"> __ because from April this year __
er they are __ pursuing all absent fathers for maintenance.
<@=PS4G6> <s n=069> Yeah.
<@=PS4G5> <s n=070> Even if he is not working they will want er I think it 's two
pounds twenty a week out of him.
<@=PS4G6> <s n=071> <event desc="traffic noise"> <^^> last I knew it was five pence a
147
year.
<@=PS4G5> <s n=072> Yes it 's it 's all changed <^^> . <s n=073> But the Child Support
Agency deal with that and courts do n't deal with maintenance these days .
<@=PS4G6> <s n=074> Mm <^^> . <s n=075> __ He he has said if I do __ go for
maintenance he 'll deny that Ricky 's his.
<@=PS4G5> <s n=076> There 's nobody else it can be is there?
<@=PS4G6> <s n=077> <^^> .
<@=PS4G5> <s n=078> Okay this is erm __ an application for full legal aid __ so that
we can deal with an application <^^> for residence. <s n=079> Can you just sign that
for me __ down the bottom there? <s n=080> I have to say I 'm a little doubtful as to
whether legal aid will be granted because <vocal desc="clears throat"> the courts now
take __ the view that if there 's no contest between you and him as to who 's going to
look after the child, then they wo n't __ make a court order. <s n=081> They will only
make a court order if there are major problems. <s n=082> Erm __ for instance if he 's
asking for the child to go to live with him __ and you oppose that then __ then court
would make a decision as to where the child <trunc> s </trunc> should live. <s n=083>
Er in terms of contact they will also make a decision giving days and times of contact
if it ca n't be worked out between the two of you.
<@=PS4G6> <s n=084> Mm. <vocal desc="clears throat">
<@=PS4G5> <s n=085> Er but otherwise it wo n't interfere. <s n=086> It 'll leave it to
you __ er both to make any arrangements on contact. <s n=087> I take it from what you
say that you do n't want him to see the child? <s n=088> Well?
<@=PS4G6> <s n=089> No not really because he 's he 's a heavy drinker
<@=PS4G5> <s n=090> Aha.
<@=PS4G6> <s n=091> and when he 's been drinking he 's very violent. <s n=092> And I
definitely do n't want him to have him at weekends because that 's when he 's at his
worst. <s n=093> He plays football __ as well. <s n=094> He 's got a daughter from a
previous relationship and he used to have her at weekends and he used to leave her all
the time __ so he could go and play football and go out drinking.
<@=PS4G5> <s n=095> <pause dur=13> <^^> the name of that child?
<@=PS4G6> <s n=096> Rachel.
<@=PS4G5> <s n=097> Rachel what?
<@=PS4G6> <#> <^^>
<@=PS4G5> <s n=098> Okay. <s n=099> <vocal desc=sniff> There 's two things we can do.
<s n=100> We can either __ that 's the wrong way to phrase it. <s n=101> We can either
do nothing __ erm and just wait and see whether he __ <trunc> com </trunc> comes back
to you and says I want access contact to er to Ricky, erm in which case we can then do
something about it. <s n=102> Erm or we can make application for legal aid to go to
court for __ a residence and contact order now. <s n=103> The disadvantage of doing
that to my mind is it simply prompts him into doing something.
<@=PS4G6> <s n=104> Mm.
<@=PS4G5> <s n=105> It may be that what he 's said in court is __ purely something to
get back at you and he does n't really mean it.
<@=PS4G6> <s n=106> Well I was advised to do this because <trunc> m </trunc> my Dad 's
a policeman
<@=PS4G5> <s n=107> Yeah.
<@=PS4G6> <s n=108> and he thinks because I 've __ he 's pleaded had to plead guilty
in court
<@=PS4G5> <s n=109> Yeah.
<@=PS4G6> <s n=110> That 's he 's gon na come back at me cos like I 've got one over
him
<@=PS4G5> <s n=111> Right.
<@=PS4G6> <s n=112> and he thinks he 's gon na come back at me somehow.
<@=PS4G5> <s n=113> <vocal desc=sniff> I think on balance I <trunc> mi </trunc> I __
my advice __ is that we do nothing, just wait and see if whether he contacts you at
all.
<@=PS4G6> <s n=114> Mm.
<@=PS4G5> <s n=115> Erm __ firstly because as I say it may prompt him into doing
something if we write to him saying you 're making an application to court yourself.
<s n=116> Erm he may __ then decide well I 'm gon na do something about it. <s n=117>
Erm and secondly because a court wo n't interfere if <trunc> th </trunc> if er __
there 's no need to.
<@=PS4G6> <s n=118> Mm.
<@=PS4G5> <s n=119> No need to protect the child. <s n=120> You have all the rights as
a mother. <s n=121> You have what 's called parental responsibility. <s n=122> Erm he
148
APPENDIX G. SOL2
has nothing at all because he 's __ never been married to you. <s n=123> So __ the
only way in which he can have any rights at all to Ricky apart from you agreeing, is
to go to court himself, erm and I 'm inclined just to say lets see what he does. <s
n=124> If he does make an application to court then at that stage we can er __ we can
oppose __ his application.
<@=PS4G6> <s n=125> Mm.
<@=PS4G5> <s n=126> Erm __ it may be that what he said in court was purely bluff. <s
n=127> Er I what I do n't want to do is to prompt him into __
<@=PS4G6> <s n=128> Yeah. <^^>
<@=PS4G5> <s n=129> taking some action himself. <s n=130> Now if he does come round
and creates a nuisance
<@=PS4G6> <s n=131> He does n't know where I live.
<@=PS4G5> <s n=132> Well <^^>
<@=PS4G6> <s n=133> The only way he can contact me is through my grandma or my Mum .
<@=PS4G5> <s n=134> Mm well if he finds out where you are, or even if he visits
relatives and starts making threats saying he 's gon na get you or he 's er __ assault
you, or he 's gon na hurt the child, anything like that, then er __ the first thing
obviously is to contact the police to warn him off and secondly contact me, cos we 'll
then be able to apply for an injunction to stop him coming anywhere near you.
<@=PS4G6> <s n=135> Mm.
<@=PS4G5> <s n=136> <^^> that stage has n't been reached you see because <event
desc="sound of telephone ringing"> you 've not seen him since Boxing Day.
<@=PS4G6> <s n=137> Apart from last year <^^>
<@=PS4G5> <s n=138> <^^> <event desc=tel dur=194> __ Right __ so I think really I 've
said about __ everything I need to say. <s n=139> er you follow the __ follow my
argument.
<@=PS4G6> <s n=140> Yeah.
<@=PS4G5> <s n=141> Erm __ I think we 'll just wait and see what he does. <s n=142> If
he starts creating harassment for you let us know and we 'll stop him.
<@=PS4G6> <s n=143> Okay then.
<@=PS4G5> <s n=144> Okay.
<@=PS4G6> <s n=145> Right thanks .
<@=PS4G7> <s n=146> Thank you very much.
<@=PS4G6> <s n=147> Bye.
<@=PS4G7> <s n=148> Bye.
<@=PS4G5> <s n=149> Bye. <event desc="end of recording"> </stext> </bncDoc>
Appendix H
Sol3
<title> Consultation with solicitor -- an electronic transcription <extent kb=31
words=1360> <rec date=1993-06-30 type=DAT>
<person age=4 educ=X flang=EN-GBR id=PS4G8 n=W0001 sex=m soc=UU> Age: 45 Name: Neville
Occupation: solicitor </person>
<person age=2 educ=X flang=EN-GBR id=PS4G9 n=W0002 sex=m soc=UU> Age: 30 Notes: Client
</person>
<setting county=Nottinghamshire n=122701 spont=H who='PS4G8 PS4G9'> <locName>
Southwell, Near Newark </locName> <locale> Solicitor's office on busy street </locale>
<activity> Legal consultation Question-and-answer, explanation </activity> </setting>
<term> law </term>
<term> Advice about money owed to company going into receivership. </term>
<@=PS4G8> <s n=001> We 've got a hearing coming up on the sixteenth of July in
<@=PS4G9> <s n=002> Yeah.
<@=PS4G8> <s n=003> in Norwich or wherever it is. <s n=004> Erm __ we 've __ sent all
the paperworks __ down to er an agent there and we 've still not heard from the other
solicitors as to what this __ erm __
<@=PS4G9> <s n=005> Mm.
<@=PS4G8> <s n=006> thing is __ but I 'm pretty sure I can identify it __
<@=PS4G9> <s n=007> Yeah.
<@=PS4G8> <s n=008> from the stuff that 's now been introduced to us. <s n=009> Cos
there is there appears to have been a display kitchen at some stage. <^^>
<@=PS4G9> <s n=010> So I gathered after Mr and Mrs <#> were <^^> .
<@=PS4G8> <s n=011> Yeah. <s n=012> Erm __ just track the letter down where he said
that. <s n=013> <pause dur=16> <^^> between February and March nineteen ninety. <s
n=014> __ Two five eight nine seven two in which <^^> exactly er the amount that was
<^^>
<@=PS4G9> <s n=015> Yeah.
<@=PS4G8> <s n=016> <^^> . <s n=017> __ Now I ca n't identify what these numbers mean
but I think it relates to
<@=PS4G9> <s n=018> Mm.
<@=PS4G8> <s n=019> erm a display kitchen. <s n=020> It it says <shift new=reading>
display account <shift> .
<@=PS4G9> <s n=021> Yeah.
<@=PS4G8> <s n=022> __ Erm <shift new=reading> creative cuisine, kitchen-wise <shift>
. <s n=023> But <trunc> i </trunc> this was actually addressed to erm the Mansfield
address.
<@=PS4G9> <s n=024> Yeah.
<@=PS4G8> <s n=025> So maybe that 's why __ it 's not come to light before. <s n=026>
Erm __ I presume that __ the <#> s are right in saying that this this relates to the
display account at at Newark .
<@=PS4G9> <s n=027> Mhm. <s n=028> Yeah.
149
150
APPENDIX H. SOL3
<@=PS4G8> <s n=029> I mean I du n no whether you whether you you may want to <^^>
<@=PS4G9> <s n=030> Well well I I as I er as both myself and my wife understood it,
everything had been paid and then obviously when we got the letter saying we owed this
amount of money it did n't come to light till Mr and Mrs <#> came to see you
<@=PS4G8> <vocal desc=cough>
<@=PS4G9> <s n=031> and said yeah.
<@=PS4G8> <s n=032> Yeah.
<@=PS4G9> <s n=033> But they __ discrepancies on their side as well with credits owed
and all. <s n=034> I mean I had nothing at all to do with t' business except I went in
partnership with me wife and that.
<@=PS4G8> <s n=035> Right.
<@=PS4G9> <s n=036> So er obviously I did n't know anything about the money owed __ or
we would 've endeavoured to pay it off straight away __ when we went to the bank er
originally when it went __ when it folded.
<@=PS4G8> <s n=037> Right. <s n=038> Erm __ there 's two points really. <s n=039>
First of all you 've got to be satisfied that that actually relates to the unit that
was at at Newark.
<@=PS4G9> <s n=040> Mm.
<@=PS4G8> <s n=041> __ And as I say the curiosity is that it it was actually addressed
to Mansfield. <s n=042> __ Erm I do n't represent Mr and Mrs <#> as you know, although
they 've been in to give us a witness statement.
<@=PS4G9> <s n=043> Mm.
<@=PS4G8> <s n=044> Erm you 're fairly __ Are you 're fairly confident that they 're
__ not telling us a porky about this?
<@=PS4G9> <s n=045> __ <vocal desc=cough> Well I honestly do n't know. <s n=046> We
've had erm __ I would n't say a fall out but er we 're on frosty terms to say the
least.
<@=PS4G8> <s n=047> Right.
<@=PS4G9> <s n=048> This is doing me no good at all whereas it seems to be all me and
my wife it 's __ but like we went to court, Mr <^^> and Mrs <#> who were equally
involved in it
<@=PS4G8> <s n=049> Sure.
<@=PS4G9> <s n=050> are not, you know, have n't been petitioned or anything.
<@=PS4G8> <s n=051> Do n't worry, I 've told the solicitors that are appearing for us
on the sixteenth of July that that 's the situation, that the <#> have not joined in
all of the partners <^^>
<@=PS4G9> <s n=052> Mm.
<@=PS4G8> <s n=053> joined in too and that they they really ought to be invited to put
the <#> s in the frame as well. <s n=054> Erm __ so I think this hearing on the
sixteenth of July will be quite useful in trying to be able to <trunc> i </trunc>
identify that this display unit relates to Newark and not to Mansfield.
<@=PS4G9> <s n=055> Yeah.
<@=PS4G8> <s n=056> Assuming for the moment that is right then obviously that sum is
is outstanding
<@=PS4G9> <s n=057> Yeah.
<@=PS4G8> <s n=058> er and to avoid racking up costs which is a thing that worries me
<@=PS4G9> <s n=059> That that 's what I come to see ya yeah.
<@=PS4G8> <s n=060> erm I think that some sort of offer ought to be made. <s n=061>
Now <trunc> we </trunc> we 've got these suggestions that you have problems with
<trunc> late </trunc> the later deliveries from <#>
<@=PS4G9> <s n=062> Mm.
<@=PS4G8> <s n=063> which created __ inconvenience at the least and expense in you
having to buy units from elsewhere <event desc="traffic noise"> <^^> customs. <s
n=064> Er if we 're doing the job properly as I said to you before we really need the
invoices for various
<@=PS4G9> <s n=065> Mm.
<@=PS4G8> <s n=066> customers and how much it 's actually cost you to put the jobs
right. <s n=067> Erm __ but taking a very broad approach to it it may be that we can
suggest to the receivers of <#> that __ erm __ taking the inconvenience, the extra
cost and so on, roughly say half of that account erm
<@=PS4G9> <s n=068> Mm.
<@=PS4G8> <s n=069> can be wiped out. <s n=070> Er and and just going through my mind
at the moment <^^>
<@=PS4G9> <s n=071> Is that like settling out of court cos that 's <^^>
<@=PS000> <s n=072> On yes
151
<@=PS4G9> <s n=073> I would settle for that.
<@=PS4G8> <s n=074> Oh yes. <^^@=PS000>
<@=PS4G9> <s n=075> As you know I mean I 'm __ only a working man
<@=PS4G8> <s n=076> Yeah.
<@=PS4G9> <s n=077> <trunc> wi </trunc> not an extortionate amount of wages and <^^>
we 've just had this <^^> two hundred pound for the to be transferred to Mansfield.
<@=PS4G8> <s n=078> Sorry what 's that?
<@=PS4G9> <s n=079> Erm __ well I bought in two hundred pound on account for my cost
to you and then
<@=PS4G8> <s n=080> Oh yes I 'm sorry, yeah that 's right
<@=PS4G9> <s n=081> Had a letter
<@=PS4G8> <s n=082> Yeah
<@=PS4G9> <s n=083> this weekend <^^@=PS000>
<@=PS4G9> <s n=084> for another two hundred pound for __ if I get it right is it to
fetch it over to Mansfield or their <^^@=PS000>
<@=PS4G8> <s n=085> newsagents over in Norwich and
<@=PS4G9> <s n=086> Yeah yeah
<@=PS4G8> <s n=087> obviously you do n't want to pay us to travel over there
<@=PS4G9> <s n=088> No <^^@=PS000>
<@=PS4G8> <s n=089> So erm I 'm <^^> just throwing this out as an idea that we perhaps
we offer one half of this amount here
<@=PS4G9> <s n=090> Yeah.
<@=PS4G8> <s n=091> erm each side to pay its own costs
<@=PS4G9> <s n=092> Yeah.
<@=PS4G8> <s n=093> and we get the <#> s to pay half of the half.
<@=PS4G9> <s n=094> __ Yeah. <s n=095> Well
<@=PS4G8> <^^>
<@=PS4G9> <s n=096> if worst comes to worst and they do n't accept that
<@=PS4G8> <s n=097> Aha.
<@=PS4G9> <s n=098> speaking on my own for my own personal point of view erm if they
if <^^> they insist they want this full amount
<@=PS4G8> <s n=099> Yeah.
<@=PS4G9> <s n=100> would it be possible for me to pay my half of that and <^^> the
<#> s pay the other half because I 'm not <trunc> i </trunc> it it 's really started
to worry me and concern me a lot
<@=PS4G8> <s n=101> I 'm
<@=PS4G9> <s n=102> now
<@=PS4G8> <s n=103> I 'm sure that 's right and <^^> includes a lot of interest as
well
<@=PS4G9> <s n=104> That 's right yeah
<@=PS000> <event desc="pages of paper being turned over"> <^^>
<@=PS4G9> <s n=105> building up every day really. <s n=106> I mean <^^>
<@=PS4G8> <s n=107> The object
<@=PS4G9> <^^>
<@=PS4G8> <s n=108> as far as I 'm concerned is to try and kill it as quickly
<@=PS4G9> <s n=109> Yeah.
<@=PS4G8> <s n=110> as we can cos of the cost side __ erm __ I 'm not happy about the
way they 've drawn up the writ because it does n't say precisely <trunc> wh </trunc>
it does n't say what that invoice says it 's only
<@=PS4G9> <s n=111> No.
<@=PS4G8> <s n=112> because we 've done some digging around that we 've actually got
that information
<@=PS4G9> <s n=113> Mm.
<@=PS4G8> <s n=114> it does n't say it it was at Newark __ erm and I think you 've got
reasonable prospects of knocking it back because of the problems you had with <#>
towards the end. <s n=115> So I think you know erm <^^@=PS000>
<@=PS4G9> <s n=116> we 've got no proof they were labelled deliveries or
<@=PS4G8> <^^>
<@=PS4G9> <s n=117> customers complaints or <^^@=PS000>
<@=PS4G8> <s n=118> Er I mean the interest is one thousand one hundred quid so
<@=PS4G9> <s n=119> Yeah.
<@=PS4G8> <s n=120> we 're talking about three six are n't you at the end of the day
that 's what they 're trying to apply for. <s n=121> Erm __ <vocal desc=sniff> I 'll
start on the basis that we offer one two fifty.
<@=PS4G9> <s n=122> Yeah.
152
APPENDIX H. SOL3
<@=PS4G8> <s n=123> What I want to do is clear that with Mr and Mrs <#> as well <^^>
pay half of that
<@=PS4G9> <s n=124> Yeah. <s n=125> I think <event desc="traffic noise"> <^^>
<@=PS4G8> <s n=126> So does that sound okay to you?
<@=PS4G9> <s n=127> It sounds very good yeah <pause dur=5> <vocal desc=cough>
<@=PS4G8> <s n=128> But you 're saying anywhere between those two figures personally
you will pay half of the two thousand <^^> five hundred and eighty nine <^^>
<@=PS4G9> <s n=129> Just to finish it off yeah. <s n=130> I mean if they insist they
want all that I mean I 'll <^^> if they insist they want the interest as well then I
'm in er a bit of a spot <^^>
<@=PS4G8> <s n=131> Yeah. <s n=132> <pause dur=8> Okay leave it with me. <s n=133> I
'll er telephone them possibly <^^@=PS000>
<@=PS4G8> <s n=134> I 'll telephone them tomorrow and see whether we can sort
something out.
<@=PS4G9> <s n=135> Thanks a lot them Mr <#> .
<@=PS4G8> <s n=136> Okay I 'll be in touch .
<@=PS4G9> <s n=137> I feel a little bit better at least.
<@=PS4G8> <s n=138> Yeah.
<@=PS4G9> <s n=139> Thank you anyway.
<@=PS4G8> <s n=140> Alright.
<@=PS4G9> <s n=141> Cheerio then .
<@=PS4G8> <s n=142> Ta-ta.
<@=PS4G9> <s n=143> Er shall I pop in tomorrow with the two hundred pound for Norwich
then?
<@=PS4G8> <s n=144> Er yes if you would n't mind.
<@=PS4G9> <s n=145> Okay then.
<@=PS4G8> <s n=146> It may be that we do n't have to use all of that. <s n=147>
Obviously you 'll get a refund if I can solve
<@=PS4G9> <s n=148> Yeah.
<@=PS4G8> <s n=149> this fairly quickly.
<@=PS4G9> <s n=150> Okay then Mr <#> . <s n=151> Thanks a lot.
<@=PS4G8> <s n=152> Alright.
<@=PS4G9> <s n=153> Cheerio.
<@=PS4G8> <s n=154> Bye. <event desc="door shuts. End of recording."> </stext>
</bncDoc>
Appendix I
Bus1
<title> Interview at TEC -- an electronic transcription <extent kb=51 words=2582>
<idno type=bnc n=122801> <rec date=1994-01-19 type=DAT>
<person age=X educ=X flang=EN-GBR id=PS4GA n=W0001 sex=m soc=UU> Occupation: business
advisor </person>
<person age=4 educ=X flang=EN-GBR id=PS4GB n=W0002 sex=m soc=UU> Age: 51 Name: John
Occupation: retired music teacher </person>
<setting county=Nottinghamshire n=122801 spont=H who='PS4GA PS4GB'> <locName>
Edwinstowe, Near Nottingham </locName> <locale> Office </locale> <activity> Interview
Explanation, discussion </activity> </setting> <term> business </term>
<term> Starting a small business offering music services. </term>
<@=PS4GA> <s n=001> I am in fact a self-employed business advisor, management
consultant
<@=PS4GB> <s n=002> Mm.
<@=PS4GA> <s n=003> call me what you will. <s n=004> __ Under contract <^^> TEC come
here usually one day a week to __ carry out these interviews __ erm they poke me in
any corner they can find.
<@=PS4GB> <s n=005> <shift new=laughing> Yes. <shift>
<@=PS4GA> <s n=006> Erm __ I started my business some nine years ago when I was
unemployed under the <^^> Enterprise Allowance Scheme. <s n=007> Very much a rubber
stamp exercise in those days and as a result of that only one in four of the
businesses that were supported was actually surviving at the end of the first twelve
months.
<@=PS4GB> <s n=008> Mm.
<@=PS4GA> <s n=009> So when the Training and Enterprise Councils were given
responsibility for a new stream of scheme they said quite rightly I think that __ they
would only support survivable businesses. <s n=010> They __ wanted to ensure that
people <^^> sufficient skill and training to run their own business and that they 'd
done their homework. <s n=011> That policy appears to be paying off __ in as much <^^>
the national survey run at the beginning of last year showed some seventy two percent
of businesses were still there after eighteen months. <s n=012> And locally we carried
out a similar exercise some six months ago which showed that eighty two percent of the
businesses were still there after <^^> months. <s n=013> Still there, but not
necessarily making a profit.
<@=PS4GB> <s n=014> Right.
<@=PS4GA> <s n=015> Okay?
<@=PS4GB> <s n=016> Yes.
<@=PS4GA> <s n=017> __ <vocal desc=cough> Right, you seem to be pretty well qualified.
<@=PS4GB> <s n=018> I hope so <shift new=laughing> yes <shift> erm
<@=PS4GA> <s n=019> What made you __ give up education?
<@=PS4GB> <s n=020> Erm quite frankly I erm __ pulled out because of stress.
<@=PS4GA> <s n=021> Right.
153
154
APPENDIX I. BUS1
<@=PS4GB> <s n=022> It was a doctor's instruction basically. <s n=023> He __ I I 'd
been to them over a __ a period of about two years __ erm with all sorts <trunc> o
</trunc> of different problems and in the end he said, You know I can increase your
drugs but that wo n't help.
<@=PS4GA> <s n=024> Mm.
<@=PS4GB> <s n=025> I know how to sort your problem. <s n=026> It 's to remove you
from the source of this, and that is the school you 're working in.
<@=PS4GA> <s n=027> Right.
<@=PS4GB> <s n=028> So I took his advice and left.
<@=PS4GA> <s n=029> And you <vocal desc=sigh> are actually qualified to teach the
organ?
<@=PS4GB> <s n=030> Organ, piano __ erm harmony, theory anything to do with music
basically.
<@=PS4GA> <s n=031> I mean __ did you progress to the organ through the piano or?
<@=PS4GB> <s n=032> Erm __ yes and no. <s n=033> It 's something that I worked on __
er __ independently as it were. <s n=034> My father who was a er a clergyman taught me
the piano from an early age __ and er I first became interested in the organ purely
for money __ purposes <shift new=laughing> in fact <shift> , when at the age of
fifteen a local methodist church in Durham where we lived at the time said er, We need
an organist. <s n=035> We 've heard you playing the piano for the local Sunday school
__ erm we 'll pay you sixty pounds a year, which in nineteen fifty whatever it was a
lot of money, provided you spend half of that having organ lessons. <s n=036> <vocal
desc=laugh> And I duly accept their <trunc> off </trunc> accepted their offer.
<@=PS4GA> <s n=037> Right.
<@=PS4GB> <s n=038> <^^> from that.
<@=PS4GA> <s n=039> Erm we pay our church organist I think twelve pounds a year.
<vocal desc=laugh>
<@=PS4GB> <s n=040> <shift new=laughing> Yes <^^> <shift> it it varies from one <^^>
to another I think.
<@=PS4GA> <s n=041> Mm.
<@=PS4GB> <s n=042> The Royal College of Organists would n't be pleased to hear <shift
new=laughing> <^^> <shift> .
<@=PS4GA> <s n=043> And you have you own organ do you? <s n=044> Or
<@=PS4GB> <s n=045> No I 've <trunc> go </trunc> I 've got access to several in <#>
<^^>
<@=PS4GA> <s n=046> Right. <s n=047> A cathedral organ or __
<@=PS4GB> <s n=048> Yes yeah.
<@=PS4GA> <s n=049> Do you play in the cathedral yourself or ?
<@=PS4GB> <s n=050> I have done in the past, not recently. <s n=051> There have been
other things occupying <shift new=laughing> me recently <shift> .
<@=PS4GA> <s n=052> Right. <s n=053> Yeah. <s n=054> __ And __ do you find __ I mean
you mention somewhere in here that __ you have __ one or two potential clients.
<@=PS4GB> <s n=055> That 's right.
<@=PS4GA> <s n=056> Are any of those for the organ?
<@=PS4GB> <s n=057> One is yes. <s n=058> He 's got his own organ at home erm
<@=PS4GA> <s n=059> Mm.
<@=PS4GB> <s n=060> erm but essentially now I 've discussed with him, as I mentioned
in my __ er plan, er the intention is to meet anybody who wants musical services and
find out from them precisely what er they really need. <s n=061> He does n't need
organ lessons and I 've advised him as such and he 's accepted that. <s n=062> What he
was particularly interested in is he 's been taught the Yamaha method in fact
<@=PS4GA> <s n=063> Right <^^> .
<@=PS4GB> <s n=064> where his right hand, he 's a very confident music reader and
plays but his left hand __ he 's merely sort of __ hangs there like a claw and plays
the odd chord
<@=PS4GA> <s n=065> Mm.
<@=PS4GB> <s n=066> and he wants the same facility with his left as with his right. <s
n=067> So I am proposing with him to __ er undertake a fairly simple but comprehensive
business of reading the bass clef, using the left hand, and introducing it into the
kind of music that he already plays, and at the same time getting him to play other
music __ as well, which he seems to be very happy __ <^^> .
<@=PS4GA> <s n=068> Right. <s n=069> Erm __ organs are __ classified by the number of
stops they have or something, is n't it?
<@=PS4GB> <s n=070> Erm not necessarily no but er yes that that is partly important in
that if it 's not there you ca n't use it <vocal desc=laugh> .
155
<@=PS4GA> <s n=071> Mm. <s n=072> <^^> I mean __ how do they __ I 'm just trying to
remember because I __ remember
<@=PS4GB> <s n=073> Yeah.
<@=PS4GA> <s n=074> having __ a session with an organ builder right ?
<@=PS4GB> <s n=075> <shift new=laughing> Right. <shift>
<@=PS4GA> <s n=076> And he was talking about one two three four stops. <s n=077> Have
I got the right term?
<@=PS4GB> <s n=078> Yes oh yes yes.
<@=PS4GA> <^^>
<@=PS4GB> <s n=079> A stop a stop is a misnomer because it 's in fact a starter.
<vocal desc=laugh>
<@=PS4GA> <s n=080> Right.
<@=PS4GB> <s n=081> When you draw it you allow __ <^^> to enter that rank of pipes
<^^> .
<@=PS4GA> <s n=082> But what __ okay some organs have one or two keyboards
<@=PS4GB> <s n=083> Two keyboards yes.
<@=PS4GA> <s n=084> Some have four
<@=PS4GB> <s n=085> Right.
<@=PS4GA> <s n=086> that I 've seen. <s n=087> I mean __ how do they categorize that?
<s n=088> Does that relate to stops or what?
<@=PS4GB> <s n=089> No each each division is a separate __ erm section of the organ in
fact
<@=PS4GA> <s n=090> Right.
<@=PS4GB> <s n=091> erm and in the traditional er properly made organ as it were, the
pipe organ, erm each keyboard __ er is available to you to play from. <s n=092> Each
keyboard has its own ranks of pipes and each sound, each rank of pipes is controlled
by one stop
<@=PS4GA> <s n=093> Right.
<@=PS4GB> <s n=094> so that for instance you can have four stops on one keyboard,
three on another __ and the three __ sounds that are available on this keyboard are
available from those, the four sounds that are available <^^>
<@=PS4GA> <s n=095> Okay. <s n=096> Plus the feet pedals?
<@=PS4GB> <s n=097> Plus the pedals. <s n=098> __ And you can then also couple __
between keyboards so that if you want to you can play __ the __ sounds from this
keyboard on the lower one by coupling the two together and making them work __ as a
pair, but that removes the <trunc> inde </trunc> independency of being able to set one
against the other.
<@=PS4GA> <s n=099> You make an interesting comment about your wife's experiences that
ones ends up with a private practice. <s n=100> What does she do?
<@=PS4GB> <s n=101> She 's a piano teacher.
<@=PS4GA> <s n=102> Oh right.
<@=PS4GB> <s n=103> Yes.
<@=PS4GA> <s n=104> Okay. __ <^^>
<@=PS4GB> <s n=105> Works from home.
<@=PS4GA> <s n=106> So she can give you __ her overspill work.
<@=PS4GB> <s n=107> Well __ yes <shift new=laughing> yes <shift> .
<@=PS4GA> <s n=108> Okay. <s n=109> Alright.
<@=PS4GB> <s n=110> In __ in fact one of my __ one of the pupils I am proposing to
work with he 's one of her __ people who have contacted her and she 's __ she 's quite
deliberately limiting the number of __ her __ days in the week she teaches to two. <s
n=111> We have a son who still lives at home who in fact has been quite ill for a long
time and __ erm __ <trunc> she </trunc> you know __ the amount the work she has done
therefore has been seriously limited. <s n=112> She 's definitely erm __ reduced it to
<^^> two days a week.
<@=PS4GA> <s n=113> Okay okay. <s n=114> __ Er you will I think have one problem
<vocal desc=sigh> er in working for the L E A. Erm I happen to be a school aid
inspector and I 'm finding now __ quite a <^^> with er with the income tax people at
the moment
<@=PS4GB> <s n=115> Mm.
<@=PS4GA> <s n=116> because I 'm self-employed __ and you 're intending to be selfemployed which means you 're
<@=PS4GB> <s n=117> That 's right.
<@=PS4GA> <s n=118> taxed under schedule er __ D
<@=PS4GB> <s n=119> D
<@=PS4GA> <s n=120> __ and I have just done some work for __ Derbyshire and they have
156
APPENDIX I. BUS1
deducted __ <trunc> twe </trunc> tax at twenty five per cent and <^^> for my invoice.
<s n=121> Erm and the difficulty is proving to some of the L E As that you 're
actually self-employed. <s n=122> So you 're gon na have to __ if you do any work for
L E As
<@=PS4GB> <s n=123> Yes.
<@=PS4GA> <s n=124> set that up right at the beginning which means going to the Inland
Revenue
<@=PS4GB> <s n=125> To the Inland Revenue yes.
<@=PS4GA> <s n=126> and in our my case <^^> give a zero __ or or an infinite, I 'm not
sure which way round they 'd do it __ erm tax coding which I find
<@=PS4GB> <s n=127> Mm.
<@=PS4GA> <s n=128> annoying cos I sort of flared up with them and said, Well quote me
the law, and they ca n't quote you the law I mean they __ it 's just someone who they
seem to be <^^> we do it .
<@=PS4GB> <s n=129> conniving.
<@=PS4GA> <s n=130> Yes.
<@=PS4GB> <s n=131> Well they 're creating law I think .
<@=PS4GA> <s n=132> Mm. <s n=133> __ Yes. <s n=134> <^^> another issue.
<@=PS4GB> <s n=135> Now I 've been told by other people who 've er __ erm gone down
this route that I 'm proposing to follow with L E As <^^> that erm __ there are two
ways round it. <s n=136> Either you 've got to do what you 're suggesting, go in right
at the start and say, It 's all sorted, here 's the coding, this is what you will
apply, the Inland Revenue have agreed it already, you __ you know do n't use your own
system. <s n=137> Or you accept precisely what they do and claim it back at the end of
the year.
<@=PS4GA> <s n=138> Well you hope you claim it back at the end of the year .
<@=PS4GB> <s n=139> Well you hope you claim it back.
<@=PS4GA> <s n=140> But you have n't got the use of that money in that <^^> , the
government has .
<@=PS4GB> <s n=141> No of course, yes, yes.
<@=PS4GA> <s n=142> Right.
<@=PS4GB> <s n=143> On principal I do n't <shift new=laughing> like that idea <shift>.
<@=PS4GA> <s n=144> Now what are you going to do, I mean __ you you 've listed out
here your marketing approach.
<@=PS4GB> <s n=145> Yeah.
<@=PS4GA> <s n=146> Erm __ how much do you think you 'll need to do that?
<@=PS4GB> <s n=147> Well quite an amount of it has been done already. <s n=148> Erm
the the __ talking about <^^> the the idea with various er colleagues and contacts
within the Southwell area obviously continues. <s n=149> It works on a continuing
basis. <s n=150> I was talking with a __ erm __ a __ well she 's not a colleague
actually she 's another piano teacher, only about two days ago while walking dogs, she
's walking hers, I 'm walking mine, and, Oh I see from your recent advert in the local
paper you 're accepting piano pupils. <s n=151> Yes erm
<@=PS4GA> <s n=152> Ah I <trunc> don </trunc> I do n't want to you 've advertised.
<@=PS4GB> <s n=153> Yes. <s n=154> No well erm __ this was a form of market research.
<@=PS4GA> <s n=155> Right okay.
<@=PS4GB> <s n=156> It was <trunc> try </trunc> trying the waters __ and er I merely,
you know <trunc> pla </trunc> <trunc> place </trunc> placed a reference there saying
erm, Was it possible? <s n=157> And er she said, I I have occasional requests, I 'm
full at the moment, erm would you mind if I passed some of my __ enquiries on to you
as and when they occur. <s n=158> <^^> perfectly alright, thank you very much. <s
n=159> <^^> those contacts exist __ erm __ I <trunc> ant </trunc> anticipate publicity
in communicating with local schools and other institutions and things like that and
there after merely maintaining some kind of a __ a a regular __ advertisement slot in
the local paper __ that says, Yes I 'm still here, because <shift new=laughing> people
forget <shift> . <s n=160> Erm perhaps operating a mail shot at the beginning of the
academic year with the er __ er appropriate educational and other institutions. <s
n=161> It 's <trunc> be </trunc> the best system for this kind of thing <^^> . <s
n=162> My wife 's never ever advertised in fact.
<@=PS4GA> <s n=163> Mm.
<@=PS4GB> <s n=164> People just got to know about her. __
<@=PS4GA> <s n=165> Okay.
<@=PS4GB> <s n=166> <pause dur=7> In fact as far as local __ education establishments
are concerned, I 've already had two enquiries from __ direct enquiries from schools
saying, Are you available? <s n=167> I 'm not available yet __ erm because I retired
157
under erm health on health grounds. <s n=168> The authority refuses or did refuse to
__ consider me as a supply teacher in nay capacity until six months had passed. <s
n=169> This was a ruling the Medical Officer __ er instituted. <s n=170> But er
because I 've had requests I 've approached them and said, Well __ we 'll get your
documents released and see __ see if we can speed matters up because <^^> use your
experience .
<@=PS4GA> <s n=171> <^^> happens , what about the public schools around?
<@=PS4GB> <s n=172> Public schools, there are only three or four fairly close. <s
n=173> I 've written to them all. <s n=174> Erm I 've not had any replies <shift
new=laughing> from any of them <shift> . <s n=175> Erm __ but I intend to er contact
them again and say to them, Well you know I 'm still here and should you __ hit
problems or find that you 've just lost one of your __ erm staff who were providing
the kind of services that I do, do n't forget that I 'm still here.
<@=PS4GA> <s n=176> Okay. <s n=177> <sic ed=LONGMAN> Alrighty </sic> erm __ I 'll put
it through as approved. <s n=178> Erm __ a letter will __ go from the powers that be
here __ er later today I should think. <s n=179> It certainly should get out today. <s
n=180> __ Erm __ back to Newark Enterprise to tell them you 've been accepted .
<@=PS4GB> <s n=181> Right.
<@=PS4GA> <s n=182> The Business Plan will go back with the letter to them. <s n=183>
I 'll tell you why in a moment. <s n=184> Give them a ring on Friday to see __ er that
they 've got the letter. <s n=185> If they have then organize a date and time mutually
acceptable with them to go in and sign on. <s n=186> When you go to sign on you will
need to take with you evidence of having opened up a business bank account <^^> .
<@=PS4GB> <s n=187> <^^> .
<@=PS4GA> <s n=188> The Business Plan goes back with the letter because they __ will
__ require a copy of the business plan so that they when they see you at three, six,
twelve and eighteen months
<@=PS4GB> <s n=189> Right.
<@=PS4GA> <s n=190> they can compare your books and your progress against the Business
Plan
<@=PS4GB> <s n=191> <^^> .
<@=PS4GA> <s n=192> and you will also need a copy if you have n't got one __ <^^> have
<@=PS4GB> <s n=193> <^^> complete copy of everything I 've given you .
<@=PS4GA> <s n=194> <vocal desc=cough> So there 's there 's no problems. <s n=195>
Right any questions, anything I can do to help you?
<@=PS4GB> <s n=196> Erm __ actually I 've spoken to Ian <#> at erm Newark __ TEC, and
he 's already arranged to see me tomorrow afternoon.
<@=PS4GA> <s n=197> Now he __ does tend to jump the <^^> .
<@=PS4GB> <s n=198> He 's __ quick off __ quick off the mark.
<@=PS4GA> <s n=199> I shall catch him out one day.
<@=PS000> <vocal desc=laugh>
<@=PS4GB> <s n=200> He he he actually suggested that I might like to call and see him
this afternoon but I was n't available <shift new=laughing> for that so <shift> well
<@=PS4GA> <s n=201> Yes, yes.
<@=PS4GB> <s n=202> tomorrow it would have to be.
<@=PS4GA> <s n=203> Okay.
<@=PS4GB> <s n=204> Erm __ apart from that no, unless you 've got any other
suggestions from your long experience as being a self-employed person by way of
guidance.
<@=PS4GA> <s n=205> Well the only thing I think you will need because you 're going to
go onto other people's premises and I
<@=PS4GB> <s n=206> Yeah.
<@=PS4GA> <s n=207> do n't know if you 've got it in here or not, it does n't look as
if you have, but you will need public liability insurance.
<@=PS4GB> <s n=208> That I 'm organizing in that I have now __ done a little bit more
research. <s n=209> I 've contacted the Musicians' Union and the Incorporated Society
of Musicians.
<@=PS4GA> <s n=210> Yeah.
<@=PS4GB> <s n=211> Erm membership of the Incorporated Society of Musicians which
comes at about seventy eight pounds a year does actually include public liability __
<@=PS4GA> <s n=212> Yes.
<@=PS4GB> <s n=213> and I am making __ I 'm in the process at the moment of making
application to be accepted by them .
<@=PS4GA> <s n=214> I mean <trunc> you </trunc> you might fall over and smash his
precious organ or something
158
APPENDIX I. BUS1
<@=PS4GB> <s n=215> Oh this is true yes.
<@=PS4GA> <s n=216> and er if he sues you er well at least you
<@=PS4GB> <s n=217> Yes.
<@=PS4GA> <s n=218> would be covered for that sort of thing or
<@=PS4GB> <s n=219> No this this is covered.
<@=PS4GA> <s n=220> with people coming into your house for instruction if
over the front door mat
<@=PS4GB> <s n=221> Yeah.
<@=PS4GA> <s n=222> and break a hip or something you know then
<@=PS4GB> <s n=223> Well that 's already covered in fact within our house
__ my wife as a
<@=PS4GA> <s n=224> Ah __ right, yes.
<@=PS4GB> <s n=225> teacher erm our we 've already made sure that our own
<@=PS4GA> <s n=226> Yes.
<@=PS4GB> <s n=227> insurance does __ cover that. <^^>
<@=PS4GA> <s n=228> Right.
<@=PS4GB> <s n=229> Which she wo n't want to know about. <event desc="end
recording"> </stext> </bncDoc>
they fall
because we
private
of
Appendix J
Bus2
<title> Interview at TEC -- an electronic transcription <extent kb=130 words=5509>
<rec date=1994-01-20 type=DAT>
<person age=4 educ=X flang=EN-GBR id=PS4GC n=W0001 sex=m soc=UU> Age: 51 Name: John
Occupation: retired music teacher </person>
<person age=X educ=X flang=EN-GBR id=PS4GD n=W0002 sex=m soc=UU> Name: Ian Occupation:
business advisor </person>
<setting county=Nottinghamshire n=122802 spont=H who='PS4GC PS4GD'> <locName> Newark
</locName> <locale> Office </locale> <activity> Interview Question-and-answer,
explanation, discussion. </activity> </setting> <term> business </term>
<term> Advice and filling in a form about starting a small business offering music
services. </term>
<@=PS4GC> <s n=001> The er __ gentleman said, Yes approved yesterday, Mr <#>
<@=PS4GD> <s n=002> Good yes they <trunc> nor </trunc> they normally let you know
there and then the the
<@=PS4GC> <s n=003> Right.
<@=PS4GD> <s n=004> the outcome I mean __it 's very rare that we do get a refusal.
<@=PS4GC> <s n=005> Yes. <s n=006> It was __ rather comical actually because he said
er, You must now go and make an appointment to see Mr <#> , and I said, Well actually
we already <trunc> ha </trunc>
<@=PS4GD> <s n=007> We already have.
<@=PS4GC> <s n=008> He said, <shift new=laughing> I 'll catch him out on this one
<shift> .
<@=PS4GD> <s n=009> <shift new=laughing> <^^> . <shift> <s n=010> Yes sometimes when
we get people that are anxious to start immediately you know we make the
<@=PS4GC> <s n=011> Of course.
<@=PS4GD> <s n=012> interview there __ there and then even before
<@=PS4GC> <s n=013> Mhm.
<@=PS4GD> <s n=014> we 've actually got the the letter back saying, Yes we can sign
<@=PS4GC> <s n=015> Yeah.
<@=PS4GD> <s n=016> you __ onto the scheme. <s n=017> Right, okay __ like <^^> schemes
there is quite a bit of paper work to do
<@=PS4GC> <s n=018> Okay.
<@=PS4GD> <s n=019> So this is actually __ this first form here is an application for
the scheme
<@=PS4GC> <s n=020> Yeah.
<@=PS4GD> <s n=021> so if you want to start sort of scribing
<@=PS4GC> <s n=022> Okay.
<@=PS4GD> <s n=023> away, and if there are any particular __ queries on __ that you
want to ask, please do. <s n=024> In the meantime I shall __ complete one or two of
the others.
<@=PS4GC> <s n=025> Okay. <s n=026> In which case I will suspend this until the
159
160
APPENDIX J. BUS2
talking starts. <s n=027> <event desc="break in recording"> One query only.
<@=PS4GD> <s n=028> Yes.
<@=PS4GC> <s n=029> Erm __ will my business have any links with another business? <s
n=030> Erm
<@=PS4GD> <s n=031> In the context of the Enterprise Allowance Scheme __ no no no no .
<@=PS4GC> <s n=032> Probably not. <s n=033> Yeah <^^> .
<@=PS4GD> <s n=034> <^^> .
<@=PS4GC> <s n=035> Because I <^^> I wondered <trunc> wha </trunc> to what extent
those __ those links were in that I shall have __ obviously informal links <trunc> an
</trunc> and talks with other people who are doing similar things __ than what
<@=PS4GD> <s n=036> Yeah, yeah.
<@=PS4GC> <s n=037> I 'm doing, but they 're not formal business links .
<@=PS4GD> <s n=038> No no. <s n=039> So that 'd <^^> no that that 's quite alright.
<@=PS4GC> <s n=040> Please check and make sure I 've done things
<@=PS4GD> <s n=041> Yeah.
<@=PS4GC> <s n=042> <^^> .
<@=PS4GD> <s n=043> I do n't know who reads all these forms <shift new=laughing>
anyway <shift> but erm __
<@=PS4GC> <s n=044> <vocal desc=laugh> Well <trunc> th </trunc> they 're there in case
they 're needed I think you see
<@=PS4GD> <s n=045> Yes that 's it. <s n=046> And the government auditors actually
sort of er __ come round.
<@=PS4GC> <s n=047> I I misread previous __ the word previous
<@=PS4GD> <s n=048> Word previous.
<@=PS4GC> <s n=049> in that. <s n=050> <pause dur=7> These are __ these are estimates?
<@=PS4GD> <s n=051> Yes yeah <^^> it 's basically a question there __ to ensure that
people do n't just put down that they 're <^^> whatever they 're doing just purely<^^>
<@=PS4GC> <s n=052> <trunc> Wal </trunc> walking the streets for twenty four hours
<shift new=laughing> a week <shift> .
<@=PS4GD> <s n=053> Yes. <s n=054> <trunc> I </trunc> it 's to cover the other things
like doing the book keeping,
<@=PS4GC> <s n=055> Yes.
<@=PS4GD> <s n=056> doing the marketing and your advertising and general
<@=PS4GC> <s n=057> Yeah, yeah.
<@=PS4GD> <s n=058> networking. <s n=059> It 's not just purely __. <s n=060> yeah. <s
n=061> Yes.
<@=PS4GC> <s n=062> Well I have n't included the advertising of things in that. <s
n=063> Maybe I should?
<@=PS4GD> <s n=064> <^^> __ <shift new=reading> Erm <^^> sole trader, yes. <s n=065>
__ <^^> previous employer, yes. <shift> <s n=066> Right.
<@=PS4GC> <s n=067> There will be
<@=PS4GD> <s n=068> Yeah.
<@=PS4GC> <s n=069> in that Nottinghamshire County Council was my previous employer.
<s n=070> I 've actually heard from them today
<@=PS4GD> <s n=071> Good.
<@=PS4GC> <s n=072> from the __ Personnel department asking for details of what I was
offering because the __ medical reports had now gone to the medical officer. <s n=073>
They could see no reason why he would turn them down and they 're setting the
paperwork in motion to put
<@=PS4GD> <s n=074> Good, right, right.
<@=PS4GC> <s n=075> me on the appropriate lists. <s n=076> So er __ that 's coming.
<@=PS4GD> <s n=077> Do we have any indications __ <^^> approximate percentage or __
<@=PS4GC> <s n=078> I 've said to them that I 'm prepared to work for them. <s n=079>
Obviously I 'm limited by the terms of my __ erm pension __ situation. <s n=080> I 've
said I 'd be prepared to work for between two and three days a week __
<@=PS4GD> <s n=081> Right yeah.
<@=PS4GC> <s n=082> for them.
<@=PS4GD> <s n=083> Yeah.
<@=PS4GC> <s n=084> I mean that __ need not necessarily be kept. <s n=085> I could
undertake a whole week's worth and then
<@=PS4GD> <s n=086> Yeah, yeah.
<@=PS4GC> <s n=087> do nothing for a fortnight of course. <s n=088> It depends on
demand.
<@=PS4GD> <s n=089> <^^> there 's school holidays and <^^> .
<@=PS4GC> <s n=090> Of course.
161
<@=PS4GD> <s n=091> Yeah no __ no that 's okay .
<@=PS4GC> <s n=092> <^^> right.
<@=PS4GD> <s n=093> I mean they 're all __ basically for different schools anyway, but
it just so
<@=PS4GC> <s n=094> Of course yes.
<@=PS4GD> <s n=095> happens they come under one __ education authority .
<@=PS4GC> <s n=096> It 's a it 's a rather a debatable thing as to who is actually
your employer.
<@=PS000> <vocal desc=laugh>
<@=PS4GD> <s n=097> That 's right.
<@=PS4GC> <s n=098> Yes I <trunc> sha </trunc> I shall have to go and talk to the tax
people I know about __ er __ the the set up.
<@=PS4GD> <s n=099> Yeah.
<@=PS4GC> <s n=100> Right.
<@=PS4GD> <s n=101> Fine. <s n=102> Er this next form is basically one that we have to
__ send to the Benefit Office <^^>
<@=PS4GC> <s n=103> Right.
<@=PS4GD> <s n=104> the D S S,
<@=PS4GC> <s n=105> Of course.
<@=PS4GD> <s n=106> the Inland Revenue and <event desc="phone rings"> the TEC office.
<@=PS4GC> <s n=107> Right. <s n=108> I 'll suspend this. <event desc="stops tape">
<@=PS4GD> <s n=109> You would need to __ be in touch with the the Benefit office
informing them
<@=PS4GC> <s n=110> Right yeah.
<@=PS4GD> <s n=111> that you are going __ onto the Enterprise Allowance scheme as from
<^^> Monday .
<@=PS4GC> <s n=112> I I I 've got all the necessary papers to do that .
<@=PS4GD> <s n=113> You have.
<@=PS4GC> <s n=114> It 's just a question of I was waiting till we 'd had
<@=PS4GD> <s n=115> Right.
<@=PS4GC> <s n=116> this meeting so that it was then
<@=PS4GD> <s n=117> Yeah, fine
<@=PS4GC> <s n=118> official
<@=PS4GD> <s n=119> Yeah.
<@=PS4GC> <s n=120> obviously.
<@=PS4GD> <s n=121> Well this goes __ by tortuous route and eventually will get to
<shift new=laughing> Newark <shift> .
<@=PS4GC> <s n=122> Yeah.
<@=PS4GD> <s n=123> Erm basically we 've just got here your your name __
<@=PS4GC> <s n=124> Okay. <s n=125> Can I __ correct the spelling, it 's one <^^> .
<@=PS4GD> <s n=126> <^^> . <s n=127> You know when I <trunc> wro </trunc>
<@=PS4GC> <s n=128> It 's two <^^> in surnames and one <^^> in christian names I
always think.
<@=PS4GD> <s n=129> I must admit on every form I 've put the two <^^> and I thought
afterward I 'd better <^^>
<@=PS4GC> <s n=130> <vocal desc=laugh> . <s n=131> __ It 's a minor thing but er __
you know.
<@=PS4GD> <s n=132> On some of them I 've just put John P I think.
<@=PS4GC> <s n=133> That 's right yes well that 's how I 'm intending to trade .
<@=PS4GD> <s n=134> <^^> . <s n=135> Yes, yeah. <s n=136> Your national insurance
number.
<@=PS4GC> <s n=137> That is correct.
<@=PS4GD> <s n=138> The type of er __ business you are setting up __ as a music
teacher .
<@=PS4GC> <s n=139> Right __ music teacher and supplier of musical services in fact,
yes.
<@=PS4GD> <s n=140> Erm __ trading name?
<@=PS4GC> <s n=141> Is just John P <#> in fact .
<@=PS4GD> <s n=142> Right.
<@=PS4GC> <s n=143> And the card that I 'm going to do will be __ have John P <#> you
know __ erm teacher, accompanist
<@=PS4GD> <s n=144> <^^> right, yes .
<@=PS4GC> <s n=145> performer <^^> transposer or whatever it 's __ I do n't want to
limit myself to just __ saying, I 'm a teacher <^^> other things as well .
<@=PS4GD> <s n=146> No, fair enough, yes yes yes that 's that 's very __ very <^^> .
162
APPENDIX J. BUS2
<s n=147> The address business address is happens to be your home is
<@=PS4GC> <s n=148> Is correct, yes.
<@=PS4GD> <s n=149> your home address, __ and the Enterprise Allowance __ money will
be paid from Monday the twenty fourth of January nineteen ninety
<@=PS4GC> <s n=150> Right.
<@=PS4GD> <s n=151> <trunc> thre </trunc> four right through to Saturday the twenty
first of January nineteen ninety five.
<@=PS4GC> <s n=152> Got it, yeah.
<@=PS4GD> <s n=153> The first payment due to you which will be credited to your
business bank account will be on __ week commencing the seventh of the February.
<@=PS4GC> <s n=154> which will be a fortnight after __
<@=PS4GD> <s n=155> Yeah that 's right .
<@=PS4GC> <s n=156> the __ the actual start, yes.
<@=PS4GD> <s n=157> I 'll change that. <s n=158> <event desc="sound of tearing paper">
The __ they were going to actually pay __ fifty pounds __ a week for a
<@=PS4GC> <s n=159> Yeah.
<@=PS4GD> <s n=160> shorter period then on a reducing scale
<@=PS4GC> <^^>
<@=PS4GD> <s n=161> but the computer ca n't do it and __ so
<@=PS4GC> <vocal desc=laugh>
<@=PS4GD> <s n=162> <^^> unfortunately they 'd already printed the forms
<@=PS4GC> <s n=163> Yes.
<@=PS4GD> <s n=164> and so but it it 's back <^^> .
<@=PS4GC> <s n=165> Oh I understood the eighty pounds a week anyway .
<@=PS4GD> <s n=166> Yep.
<@=PS4GC> <s n=167> Yeah.
<@=PS4GD> <s n=168> Providing that the forms get down to __ the computer in London on
time
<@=PS4GC> <s n=169> Mhm.
<@=PS4GD> <s n=170> then __ erm __ the first payment in some occasions is a cheque
direct to you from the TEC .
<@=PS4GC> <s n=171> I see.
<@=PS4GD> <s n=172> Then when the cheques stop, then check with your bank further two
weeks <^^>
<@=PS4GC> <^^>
<@=PS4GD> <s n=173> go straight to the bank.
<@=PS4GC> <s n=174> Okay.
<@=PS4GD> <s n=175> If there are any queries on __ <^^> that you have n't erm received
the money or anything just get back to us and er we 'll
<@=PS4GC> <s n=176> Okay.
<@=PS4GD> <s n=177> we 'll we 'll chase it up .
<@=PS4GC> <s n=178> I know where you are.
<@=PS4GD> <s n=179> <shift new=laughing> Yes. <shift> <s n=180> So that form we will
send off to the various __ erm __ departments.
<@=PS4GC> <s n=181> Right.
<@=PS4GD> <s n=182> Right. <s n=183> __ This form here it 's just a fairly short one,
<trunc> i </trunc> could you just __ tick the appropriate boxes for me. <s n=184> It
's a bit of a market survey __ research .
<@=PS4GC> <s n=185> <shift new=reading> How did I hear about it? <shift> <s n=186> Erm
__ well I did n't actually __ hear about it, I 'd already known that <trunc> sch
</trunc> that such schemes existed .
<@=PS4GD> <s n=187> Right yeah.
<@=PS4GC> <s n=188> And it merely occurred to me, actually I was sitting in the
unemployment benefit office and I said to them er er at one of my interviews,
<@=PS4GD> <s n=189> Mm.
<@=PS4GC> <s n=190> Probably I 'd be better off going self-employed would n't I? and
they said, Well in that case you 'll need to talk to the Chamber of Commerce <^^>
<@=PS4GD> <s n=191> Right.
<@=PS4GC> <s n=192> so I suppose basically
<@=PS4GD> <s n=193> Yeah.
<@=PS4GC> <s n=194> the job centre .
<@=PS4GD> <s n=195> Mhm.
<@=PS4GC> <s n=196> Is that okay?
<@=PS4GD> <s n=197> Yeah that 'll do fine.
<@=PS4GC> <s n=198> Erm __ I think I 'd have <^^> my business __ later, probably about
163
__ six months .
<@=PS4GD> <s n=199> Months , six months. <s n=200> I 'm glad you said that cos if too
many people said they would have gone on __ started business without it they might
drop the scheme .
<@=PS4GC> <s n=201> They might drop the scheme, yes yeah. <s n=202> Mm __ ah __ I
suppose so. <s n=203> I object to these <^^> things actually on principal .
<@=PS4GD> <s n=204> I I <^^>
<@=PS4GC> <s n=205> I 've refused to do them for Notts County Council __ on occasions.
<s n=206> I could I could <shift new=reading> prefer not to say <shift> , could n't I?
<@=PS4GD> <s n=207> Yeah you could have done.
<@=PS4GC> <s n=208> Erm __ <shift new=reading> long term health __ problems or
disability. <shift> yes
<@=PS4GD> <s n=209> Well
<@=PS4GC> <s n=210> and no. <^^> retired on health grounds but I
<@=PS4GD> <s n=211> Well I mean we we are, yes yes we are aware of the <^^> .
<@=PS4GC> <s n=212> Right so I will say no I <trunc> don </trunc> I do n't have a long
term one, and no I 'm not registered. <^^@=PS000>
<@=PS4GD> <s n=213> for that one.
<@=PS4GC> <s n=214> Thank you.
<@=PS4GD> <s n=215> Right now this next form is the one that we need the bank details.
<@=PS4GC> <s n=216> Which I just happen to have with me __ somewhere in here. <s
n=217> <pause dur=14> I seem to have every form the Inland Revenue has ever published
at the moment. <s n=218> __ Ah <^^> to the back of the <^^> . <s n=219> __ In the bank
manager's own handwriting. <vocal desc=laugh>
<@=PS4GD> <s n=220> Ah mm. <s n=221> I have to sign my life away to get these yellow
forms.
<@=PS4GC> <s n=222> Mm.
<@=PS4GD> <s n=223> <^^> Secretary of State cos I mean in in the wrong hands their
worth __ each form 's worth two thousand and
<@=PS4GC> <s n=224> Of course, yes.
<@=PS4GD> <s n=225> eight pounds
<@=PS4GC> <s n=226> Yes.
<@=PS4GD> <s n=227> so this one we have to be very careful with it. <s n=228> Right
the __ sort code
<@=PS4GC> <s n=229> The sort code is <event desc="gives code">
<@=PS4GD> <s n=230> <event desc="repeats part of code"> And the account number?
<@=PS4GC> <s n=231> Is <event desc="gives account number"> __
<@=PS4GD> <event desc="repeats account number">
<@=PS4GC> <event desc="gives account number">
<@=PS4GD> <s n=232> repeats account number. <s n=233> And the account name is ?
<@=PS4GC> <s n=234> Is John P <#>
<@=PS4GD> <s n=235> John P.
<@=PS4GC> <s n=236> business account.
<@=PS4GD> <s n=237> Right. <s n=238> __ Which account __ er bank is it <^^> ?
<@=PS4GC> <s n=239> There you are. <s n=240> Nat West.
<@=PS4GD> <s n=241> Right. <s n=242> __ Okay that 's fine. <s n=243> __ Erm industry
code. <s n=244> I looked up that early __ earlier. <s n=245> Fifty three. <s n=246> We
have a big directory that we 've got to put all these __
<@=PS4GC> <s n=247> Oh I see .
<@=PS4GD> <s n=248> depending what type of business you 're in. <s n=249> __ <vocal
desc=whistling> __ Right when erm __ did you finish actually work with __ <^^> .
<@=PS4GC> <s n=250> On the thirty first of August <=PS4GD> < n=251> Thirty first <
PRF> of August. <=PS4GC> < n=252> last year. <=PS4GD> < n=253> Right. < n=254>
Approximately how many weeks < VBZ> is that? <=PS4GC> < n=255> Erm __ < VVB> hang on.
< n=256> September, October, November, Decem ber __ erm we 're talking about __
sixteen, eighteen __ we 're talking about twenty __ twenty plus weeks <^^> twenty
twenty one weeks.
<@=PS4GD> <s n=257> Twenty one weeks, right. <s n=258> __ And in that time you were in
receipt of benefit were you ?
<@=PS4GC> <s n=259> Yes.
<@=PS4GD> <s n=260> Yes was it er __ do you know the the weekly amount approximately?
<@=PS4GC> <s n=261> Erm forty four __ something. <s n=262> Well whatever it is the
standard .
<@=PS4GD> <s n=263> <^^> yeah right. <s n=264> Forty four.
<@=PS4GC> <s n=265> __ It <event desc="sound of paper being torn"> <^^> to eighty nine
164
APPENDIX J. BUS2
pounds twenty twenty something pence __ in total. <s n=266> So it 's <trunc> for
</trunc> just over
<@=PS4GD> <s n=267> Right.
<@=PS4GC> <s n=268> forty four.
<@=PS4GD> <s n=269> That 's __ two __ two and six <^^> . <s n=270> One __ two __ two.
<s n=271> Right if you 'll just erm __ check the details .
<@=PS4GC> <s n=272> <^^> .
<@=PS4GD> <s n=273> If you want to just check the bank account cos we do n't want the
__ we do n't want the money going to the wrong
<@=PS4GC> <s n=274> Okay yes that 's important <^^> . <s n=275> <event desc=number> __
<^^> close your zero there in case it looks like a six <vocal desc=laugh> . <s n=276>
<event desc=number> O one ninety four. <s n=277> Yes obviously that 's the date is n't
it O one ninety four? <vocal desc=laugh>
<@=PS4GD> <s n=278> Yes, yes. <s n=279> I never never appreciated that before .
<@=PS4GC> <s n=280> No. <s n=281> Oh I I knew that
<@=PS4GD> <s n=282> <^^> .
<@=PS4GC> <s n=283> one actually because <^^> our other erm __ accounts are rather
similar. <^^> .
<@=PS4GD> <s n=284> Right.
<@=PS4GC> <s n=285> <^^> business yeah. <s n=286> I do n't know __ oh yes
<@=PS4GD> <s n=287> Right.
<@=PS4GC> <s n=288> seventy two ninety four .
<@=PS4GD> <s n=289> Yes that 's the date of the first <trunc> pay </trunc> first
payment
<@=PS4GC> <s n=290> Yes of course. <shift new=reading> <event desc="reads out national
insurance number."> <shift>
<@=PS4GD> <s n=291> Your national insurance number.
<@=PS4GC> <s n=292> Yeah.
<@=PS4GD> <s n=293> Date of birth .
<@=PS4GC> <s n=294> <event desc="gives date of birth."> Erm
<@=PS4GD> <s n=295> You 're male. <s n=296> The industry code __
<@=PS4GC> <s n=297> <^^> .
<@=PS4GD> <s n=298> that I 've looked up.
<@=PS4GC> <s n=299> <shift new=reading> Previous unemployed twenty one weeks. <s
n=300> Previous benefit level forty four. <shift>
<@=PS4GD> <s n=301> Right.
<@=PS4GC> <s n=302> That 's correct. <s n=303> <shift new=reading> Signature of
applicant. <shift> <s n=304> <event desc="signs document"> . And the twentieth
<@=PS4GD> <s n=305> =ieth
<@=PS4GC> <s n=306> one __ ninety four. <^^>
<@=PS4GD> <s n=307> <^^> . <s n=308> <pause dur=9> Right that 's that out of the way.
<s n=309> One __ there is a contract __ agreement here between you and the __ North
Buckinghamshire TEC.
<@=PS4GC> <s n=310> Right.
<@=PS4GD> <s n=311> Erm there 's nothing very sort of horrendous about it. <s n=312>
If you __ just have a __ take a few moments to __
<@=PS4GC> <s n=313> <^^> .
<@=PS4GD> <s n=314> have a read through it. <s n=315> The __ handout that they refer
to here. <s n=316> Have you read __ erm handout number one? <s n=317> It 's __ one of
these which I think did I give you __ initially ?
<@=PS4GC> <s n=318> I have got a copy of __ here
<@=PS4GD> <s n=319> That 's it.
<@=PS4GC> <s n=320> Yes. <s n=321> I 've actually been through it as you will
appreciate. <s n=322> A total of my own expense and ticked the appropriate bits <^^>
complied with them .
<@=PS4GD> <s n=323> Fine, fine, yes so that actually refers to that
<@=PS4GC> <s n=324> Yes.
<@=PS4GD> <s n=325> particular __ account there.
<@=PS4GC> <s n=326> Right. <s n=327> In which case I will pause this again. <event
desc="break in recording">
<@=PS4GD> <^^>
<@=PS4GC> <s n=328> <^^> the only erm problem I had I think with the basic er terms as
outlined in this document are the fact that I 'm going to be <trunc> wor </trunc> erm
intending to work for <trunc> fif </trunc> at least fifty of the fifty two weeks in
the year at it when of course erm certainly as we 'd already agreed on my erm __
165
business plan __ within the summer month from the __ the end of July until the
beginning of September
<@=PS4GD> <s n=329> Yes, yes.
<@=PS4GC> <s n=330> it 's highly unlikely <shift new=laughing> I 'm gon na get any
business at all <shift> .
<@=PS4GD> <s n=331> Right, yes .
<@=PS4GC> <s n=332> In any case because of the nature of
<@=PS4GD> <s n=333> Yes.
<@=PS4GC> <s n=334> what is being offered
<@=PS4GD> <s n=335> <^^> .
<@=PS4GC> <s n=336> and the market __ that it 's being offered to.
<@=PS4GD> <s n=337> Yeah, yeah. <s n=338> Er <trunc> tha </trunc> that 's alright yes.
<s n=339> I mean the <trunc> bas </trunc> if you 're sort of wanting to take any
holiday or time
<@=PS4GC> <s n=340> Yeah.
<@=PS4GD> <s n=341> off I mean just keep __ yes .
<@=PS4GC> <s n=342> That 's the time to do it, yes.
<@=PS4GD> <s n=343> Keep us informed and er
<@=PS4GC> <s n=344> Keep us informed, yes
<@=PS4GD> <s n=345> __ <trunc> tha </trunc> <trunc> tha </trunc> that 's okay.
<@=PS4GC> <s n=346> Do you want to know about occasional days or <trunc> you </trunc>
you 're presumably concerned with __ with full periods. <s n=347> I mean it sometimes
is that for instance we __ we have a daughter in York and I have parents in London
<@=PS4GD> <s n=348> Yes.
<@=PS4GC> <s n=349> and sometimes we 'll take a long weekend __
<@=PS4GD> <s n=350> It 's really full periods
<@=PS4GC> <s n=351> Go Friday to Monday or something
<@=PS4GD> <s n=352> Yeah.
<@=PS4GC> <s n=353> like that.
<@=PS4GD> <s n=354> It 's really if you 're sort of gon na be away for a couple of
weeks.
<@=PS4GC> <s n=355> Yeah.
<@=PS4GD> <s n=356> Anything longer than that erm __ it just depends really on the
time of the __ erm __ your __ the time of the year or how many months you 've
<@=PS4GC> <s n=357> Right.
<@=PS4GD> <s n=358> actually been on the scheme. <s n=359> For example, we need __ to
see you __ at
<@=PS4GC> <s n=360> Is it three six
<@=PS4GD> <s n=361> Er three months and at six months __ and then again at sort of the
twelve months time
<@=PS4GC> <s n=362> And then at <trunc> fif </trunc>
<@=PS4GD> <s n=363> We 're always still here and available .
<@=PS4GC> <s n=364> and eighteen I think is n't it as well ?
<@=PS4GD> <s n=365> Yes that 's right.
<@=PS4GC> <s n=366> Yes.
<@=PS4GD> <s n=367> So it 's __ if it 's coming up
<@=PS4GC> <s n=368> Yeah.
<@=PS4GD> <s n=369> to sort of three months and you
<@=PS4GC> <^^>
<@=PS4GD> <s n=370> have to be away and we do n't hear from you we think, Oh you
naughty boy, yes .
<@=PS4GC> <s n=371> You might get worried, yes.
<@=PS4GD> <s n=372> We 'll take him off the scheme because he has n't replied to __
any of our correspondence .
<@=PS4GC> <s n=373> Yes.
<@=PS4GD> <s n=374> So er
<@=PS4GC> <s n=375> No I 'll certainly keep you informed .
<@=PS4GD> <s n=376> No that 's alright, yeah, fine. <s n=377> Right this is the __ the
last __ form .
<@=PS4GC> <s n=378> This is my copy of the form.
<@=PS4GD> <s n=379> Erm __ <^^> __ <shift new=reading> have you been <trunc> s
</trunc> <shift> yes you 've been signing on __
<@=PS4GC> <s n=380> I 've been signing on postally in fact .
<@=PS4GD> <s n=381> Yeah, yeah. <s n=382> __ And it 's been less than __ it 's between
six weeks and __ five months has it?
166
APPENDIX J. BUS2
<@=PS4GC> <s n=383> It is <^^> it must be yes. <s n=384> Erm ooh no hang on __ it 's
just over five months .
<@=PS4GD> <s n=385> <^^> . <s n=386> Right so that 's six to twelve months <^^> .
<@=PS4GC> <s n=387> That 's six to twelve months was n't it yes.
<@=PS4GD> <s n=388> I must get my glasses changed.
<@=PS000> <vocal desc=laugh>
<@=PS4GC> <s n=389> They must print their
<@=PS4GD> <s n=390> Yes.
<@=PS4GC> <s n=391> forms on slightly bigger pieces of paper I think.
<@=PS4GD> <s n=392> Right. <s n=393> Er <shift new=reading> do you have any long __
term health <shift> , no.
<@=PS4GC> <s n=394> No.
<@=PS4GD> <s n=395> Right here you have the opportunities to prefer not to say as to
your colour.
<@=PS4GC> <s n=396> Oh go on I 've said it once so I 'll do it again.
<@=PS4GD> <s n=397> Right. <s n=398> It 's just basically
<@=PS4GC> <s n=399> Right.
<@=PS4GD> <s n=400> __ basic details, name __ and address, telephone number,
<@=PS4GC> <s n=401> Okay, yeah.
<@=PS4GD> <s n=402> national insurance number, date of birth. <s n=403> Erm another
code number form a directory __
<@=PS4GC> <vocal desc=laugh>
<@=PS4GD> <s n=404> start date of going onto the scheme,
<@=PS4GC> <s n=405> That 's today.
<@=PS4GD> <s n=406> the end date __ yeah
<@=PS4GC> <^^>
<@=PS4GD> <s n=407> And __ forty pounds
<@=PS4GC> <^^>
<@=PS4GD> <s n=408> a week and that 's erm __ the code number for the for the TEC.
<@=PS4GC> <s n=409> Right.
<@=PS4GD> <s n=410> So sign and date that one.
<@=PS4GC> <s n=411> <event desc="signs paper"> __ <^^> ninety four. <s n=412> That 's
it.
<@=PS4GD> <s n=413> That 's it, right. <^^@=PS4GC>
<@=PS4GD> <s n=414> <^^> <vocal desc="clears throat"> you 're now participant number O
one six four two.
<@=PS4GC> <s n=415> That 's great.
<@=PS000> <vocal desc=laugh>
<@=PS4GD> <s n=416> <^^> one of those numbers to <^^> <vocal desc=laugh> .
<@=PS4GC> <s n=417> I 'll write it down on here. <s n=418> O one
<@=PS4GD> <s n=419> O six __ O one six six four two .
<@=PS4GC> <s n=420> six four two .
<@=PS4GD> <s n=421> Right.
<@=PS4GC> <s n=422> Not that I shall probably need it at all.
<@=PS4GD> <s n=423> Right.
<@=PS4GC> <s n=424> Well thank you very much .
<@=PS4GD> <s n=425> So that that 's everything. <s n=426> Now as I say __ erm the next
formal __ sort of contact
<@=PS4GC> <s n=427> Mhm.
<@=PS4GD> <s n=428> that we will have will you __ with you will be in about three
months time when
<@=PS4GC> <s n=429> Right.
<@=PS4GD> <s n=430> we 'll __ er we 'll want to see you. <s n=431> We normally on the
first three months do it on a group basis
<@=PS4GC> <s n=432> Okay.
<@=PS4GD> <s n=433> but if you happen to have erm __ an urgent appointment or you 're
<@=PS4GC> <s n=434> Mm.
<@=PS4GD> <s n=435> seeing a client __ <vocal desc="clears throat"> on that particular
morning
<@=PS4GC> <s n=436> Yep.
<@=PS4GD> <s n=437> then __ we we can do it on a one to <^^>
<@=PS4GC> <s n=438> How much notice do you tend to give of these?
<@=PS4GD> <s n=439> It 's about __ a couple of weeks.
<@=PS4GC> <s n=440> Right.
<@=PS4GD> <s n=441> Yeah. <s n=442> Erm but if <^^>
167
<@=PS4GC> <^^>
<@=PS4GD> <s n=443> if it happens <^^>
<@=PS4GC> <s n=444> yeah.
<@=PS4GD> <s n=445> you 're saying, Well every Wednesday morning or whenever
<@=PS4GC> <s n=446> Mm.
<@=PS4GD> <s n=447> it is __ that I have an appointment
<@=PS4GC> <s n=448> Mm.
<@=PS4GD> <s n=449> with a __ with a er client then __ we appreciate the business __
comes first .
<@=PS4GC> <s n=450> Mm __ it it may it may not be in that nature because the nature of
of supply teaching work of course is that
<@=PS4GD> <s n=451> Yes.
<@=PS4GC> <s n=452> there tends to be a phone call we 're desperate .
<@=PS4GD> <s n=453> Can you make it?
<@=PS4GC> <s n=454> Can you make it in half an hour's time, you know .
<@=PS4GD> <s n=455> Yeah, yeah , yeah. <s n=456> It 's a <^^>
<@=PS4GC> <s n=457> should that occur
<@=PS4GD> <s n=458> Yeah.
<@=PS4GC> <s n=459> __ I mean __
<@=PS4GD> <s n=460> Yeah.
<@=PS4GC> <s n=461> I I think business
<@=PS4GD> <s n=462> Yeah.
<@=PS4GC> <s n=463> must come first before
<@=PS4GD> <s n=464> Exactly. <s n=465> Yeah we <trunc> apprec </trunc> we appreciate
that
<@=PS4GC> <s n=466> Erm
<@=PS4GD> <s n=467> erm. <s n=468> Now __ at that <trunc> int </trunc> er we we 'll
send you a er a couple of forms but <trunc> als </trunc> __ to to complete, but there
's also __ the main thing that we 're really looking <trunc> f </trunc> at is __ erm
__ <^^> .
<@=PS4GC> <s n=469> How you 're keeping
<@=PS4GD> <s n=470> Yes.
<@=PS4GC> <s n=471> up with that business plan .
<@=PS4GD> <s n=472> That 's right. <s n=473> <trunc> Filli </trunc> filling in the
actuals __
<@=PS4GC> <s n=474> Right.
<@=PS4GD> <s n=475> of your erm <vocal desc="clears throat"> your cash flow <^^> .
<vocal desc="clears throat">
<@=PS4GC> <s n=476> Well the the the actual book is already started and is sitting
<@=PS4GD> <s n=477> Good, good.
<@=PS4GC> <s n=478> __ up and running as it were __ and er __ I shall be I I know
already that some of these figures are inaccurate <vocal desc=laugh> __
<@=PS4GD> <s n=479> Yes.
<@=PS4GC> <s n=480> having had rather a nasty shock when I had the car serviced the
other day .
<@=PS4GD> <s n=481> Right, right.
<@=PS4GC> <s n=482> It needed new clutch and new exhaust
<@=PS4GD> <s n=483> Yes unfortunately right
<@=PS4GC> <s n=484> which did n't help matters.
<@=PS4GD> <s n=485> <^^> . <s n=486> The travelling and motoring expenses for __ two
hundred and seventy five
<@=PS4GC> <s n=487> Ooh __ <trunc> the </trunc> they will be double that.
<@=PS4GD> <s n=488> Double that, yes.
<@=PS4GC> <s n=489> I 've just paid three hundred and eighty five over to a certain
garage
<@=PS4GD> <s n=490> Yeah.
<@=PS4GC> <s n=491> and that was before we bought the petrol this morning <vocal
desc=laugh> .
<@=PS4GD> <s n=492> Erm __ the form that comes out __ is different to this but you you
can use __
<@=PS4GC> <s n=493> Right.
<@=PS4GD> <s n=494> put it in pencil in this one if you want and we __ so we
<@=PS4GC> <s n=495> Yeah.
<@=PS4GD> <s n=496> can on the day make __ a a photocopy that 's all. <s n=497> It 's
more of a management exercise __ to
168
APPENDIX J. BUS2
<@=PS4GC> <s n=498> Of course.
<@=PS4GD> <s n=499> make sure that people are
<@=PS4GC> <s n=500> Yeah.
<@=PS4GD> <s n=501> controlling their businesses
<@=PS4GC> <s n=502> Mm.
<@=PS4GD> <s n=503> and their costs <^^> as opposed to actually __ erm
<@=PS4GC> <s n=504> I 've actually got a a complete copy of all that
<@=PS4GD> <s n=505> Right.
<@=PS4GC> <s n=506> anyway having been
<@=PS4GD> <s n=507> <^^> you <trunc> didn </trunc> did you want the original back
<@=PS4GC> <s n=508> Erm.
<@=PS4GD> <s n=509> or erm
<@=PS4GC> <s n=510> Yes alright unless
<@=PS4GD> <s n=511> Yeah.
<@=PS4GC> <s n=512> you wan na keep it.
<@=PS4GD> <s n=513> <^^> we have got a copy as well so
<@=PS4GC> <s n=514> Oh I see.
<@=PS4GD> <s n=515> Yes.
<@=PS4GC> <s n=516> Well <trunc> ha </trunc> <trunc> ha </trunc> had I known I would
have told you <shift new=laughing> not to take a copy you see <shift> .
<@=PS4GD> <s n=517> That 's alright. <^^@=PS000>
<@=PS4GC> <s n=518> I I I 've I 've been these these routes before
<@=PS4GD> <s n=519> Yes.
<@=PS4GC> <s n=520> and I never give out __ documents that are going to be important
without copying them first .
<@=PS4GD> <s n=521> No no exactly. <s n=522> I mean sometimes people go to great
lengths and trouble
<@=PS4GC> <s n=523> Mm.
<@=PS4GD> <s n=524> in getting a a nice __ document together and they <^^> __ they
would <^^>
<@=PS4GC> <^^>
<@=PS4GD> <s n=525> they would like to have it back __ and so
<@=PS4GC> <s n=526> Yes.
<@=PS4GD> <s n=527> we take usually just take a photocopy of everything .
<@=PS4GC> <s n=528> Right.
<@=PS4GD> <s n=529> Have you __ got the form __ for the __ I think <^^> the Inland
Revenue? <s n=530> The tax man and it 's a
<@=PS4GC> <s n=531> Erm __ what I
<@=PS4GD> <s n=532> little green booklet called I R twenty eight. <s n=533> Ah it 's
changed colour has n't it ?
<@=PS4GC> <s n=534> What I have <^^> I R?
<@=PS4GD> <s n=535> Twenty eight.
<@=PS4GC> <s n=536> Twenty eight.
<@=PS4GD> <s n=537> I think it 'll be one of those __
<@=PS4GC> <s n=538> Here we are. <s n=539> I R twenty eight.
<@=PS4GD> <s n=540> Yes it 's <trunc> cha </trunc> changed colour. <^^>
<@=PS4GC> <s n=541> <^^> the form is actually sitting in the __ centre
<@=PS4GD> <s n=542> That 's it.
<@=PS4GC> <s n=543> which is one of the two <^^> that I 've got <^^> because the other
one I 've got to deal with is the __ self-employed __ national insurance contributions
<@=PS4GD> <s n=544> Right.
<@=PS4GC> <s n=545> form as well, of course <^^> .
<@=PS4GD> <s n=546> Can I __ just take the numbers off those forms?
<@=PS4GC> <s n=547> You can indeed yes.
<@=PS4GD> <s n=548> We have no problem getting __ well that 's <^^> __ we have no
problems getting
<@=PS4GC> <s n=549> Yes.
<@=PS4GD> <s n=550> them from the Inland Revenue. <s n=551> They send us lists
<@=PS4GC> <s n=552> Right.
<@=PS4GD> <s n=553> of what 's in everyone's <^^> .
<@=PS4GC> <s n=554> This this came as part of a package
<@=PS4GD> <s n=555> Right.
<@=PS4GC> <s n=556> <^^> I I rang Hill House in Mansfield <^^>
<@=PS4GD> <s n=557> Right. <s n=558> <^^> useful
<@=PS4GC> <s n=559> how about it. <s n=560> I have another matter to talk with them
169
actually about my wife's liability to __ class to __ contributions. <s n=561> There 's
a __ a long outstanding erm discussion going on between us and Newcastle. <s n=562> It
's been going on for about seventeen months now __ and the __ <trunc> in </trunc>
chief man at Hill House was rather interested to hear that we 'd not actually had it
resolved yet, and asked for the reference numbers and __. <s n=563> Newcastle were on
the phone to us within twenty <shift new=laughing> minutes of him putting his phone
down <shift> . <s n=564> Things now seem to be moving.
<@=PS4GD> <s n=565> Good. <s n=566> <^^> to get these from. <s n=567> You can go
<trunc> dow </trunc> go down to local benefit office
<@=PS4GC> <s n=568> Mm.
<@=PS4GD> <s n=569> <^^> we can get a small __ you know quantity but to actually get
<^^>
<@=PS4GC> <s n=570> Well <trunc> thi </trunc> this is a complete pack that comes and
there 's obviously __ erm from __ the __ information that was included with it erm __
here we are. <s n=571> Erm they they obviously run a check on what was actually in the
pack
<@=PS4GD> <s n=572> Pack, right.
<@=PS4GC> <s n=573> and whether you asked for anything else.
<@=PS4GD> <s n=574> Yeah, yes. <s n=575> And does it give an address or <^^> ?
<@=PS4GC> <s n=576> I think it was nearly your __ your area __.
<@=PS4GD> <s n=577> Mm.
<@=PS4GC> <s n=578> office of course <^^>
<@=PS4GD> <s n=579> I have n't seen this new pack you know <trunc> we </trunc>
<@=PS4GC> <s n=580> Mm.
<@=PS4GD> <s n=581> I 've had some of the old individual leaflets.
<@=PS4GC> <s n=582> They even give you an envelope for it. <s n=583> It 's very __
charitable <^^>
<@=PS4GD> <s n=584> It is really. <^^>
<@=PS4GC> <s n=585> <^^> .
<@=PS4GD> <s n=586> That 's a useful er __ you know a useful
<@=PS4GC> <s n=587> It is.
<@=PS4GD> <s n=588> <^^> .
<@=PS4GC> <s n=589> Yeah.
<@=PS4GD> <s n=590> <^^> get some __ <^^> .
<@=PS4GC> <s n=591> It might be an idea to have a supply.
<@=PS4GD> <s n=592> Mm. <s n=593> __ Yes <^^> shall __ pay another call to our benefit
office and say, I want some of those __ nice mauve coloured
<@=PS4GC> <s n=594> I suspect I suspect the local office probably wo n't because it
was they __ when I rang them here in Newark and I said, Look I 'm about to go selfemployed ,
<@=PS4GD> <s n=595> Mm, mm.
<@=PS4GC> <s n=596> Oh we do n't keep things like that it 's __ where do you live? <s
n=597> Southwell. <s n=598> It 's Hill House, Mansfield. <s n=599> You 've got ta
apply there .
<@=PS4GD> <s n=600> <^^> Lincoln <^^> .
<@=PS4GC> <s n=601> So from Newark it 's probably Lincoln
<@=PS4GD> <s n=602> Yeah.
<@=PS4GC> <s n=603> is n't it?
<@=PS4GD> <s n=604> Yes, yes
<@=PS4GC> <s n=605> Yeah.
<@=PS4GD> <s n=606> normally that erm __ <^^>
<@=PS4GC> <s n=607> <^^> Southwell Southwell faces Mansfield which rather gets us in
the <^^> stick you see because we have to come here for __ Benefit Office interviews
and things like that but you got to Mansfield
<@=PS4GD> <^^>
<@=PS4GC> <s n=608> for other things.
<@=PS4GD> <s n=609> That 's right, yeah.
<@=PS4GC> <s n=610> But most of the people who come here for interviews goes to
Lincoln __
<@=PS4GD> <s n=611> Yeah, yeah.
<@=PS4GC> <s n=612> and er __ with my son particularly earlier on in his career <^^>
things were going round and round in circles and in the end I had to step in at one
point, grab all the papers as they came past as they were and saying, <^^> come on. <s
n=613> <vocal desc=laugh> Cos one office was playing the other office <^^> off against
each other <^^> .
170
APPENDIX J. BUS2
<@=PS4GD> <s n=614> Yes, yeah yeah.
<@=PS4GC> <s n=615> It was quite amazing.
<@=PS4GD> <s n=616> Fine. <s n=617> So that 's <^^>
<@=PS4GC> <s n=618> I 'm looking forward to this.
<@=PS4GD> <s n=619> virtually everything. <s n=620> Good. <s n=621> __ <^^> as I say
we 'll be in touch with you in __ in that three months time
<@=PS4GC> <s n=622> Right.
<@=PS4GD> <s n=623> but if in any reason you know you wanted to come and have a
discussion or there was a problem or
<@=PS4GC> <^^>
<@=PS4GD> <s n=624> er there 's anything <^^>
<@=PS4GC> <s n=625> <^^> things are looking clearer now than they did __ you know a
few weeks ago.
<@=PS4GD> <s n=626> Yeah. <s n=627> Fine, great.
<@=PS4GC> <s n=628> And so I think <^^>
<@=PS4GD> <s n=629> I 'm looking forward to <^^> .
<@=PS4GC> <s n=630> possibilities are __ are definitely there.
<@=PS4GD> <s n=631> Mm.
<@=PS4GC> <s n=632> I can start advertising myself now <^^>
<@=PS4GD> <s n=633> Right, right certainly.
<@=PS4GC> <s n=634> and I 'm hoping that the local authority will start coming across
with __ a bit of work for me.
<@=PS4GD> <s n=635> Good. <s n=636> How long did the interview last at the TEC. <s
n=637> Was it a <trunc> fair </trunc> __ was it an in and out __ quickly or ?
<@=PS4GC> <s n=638> Erm __ fifteen minutes.
<@=PS4GD> <s n=639> Fifteen minutes, right yes .
<@=PS4GC> <s n=640> Yes. <s n=641> Most of which __ time we talked about organs. <s
n=642> I can play you the __ er <shift new=laughing> recording of the interview
<@=PS4GD> <s n=643> Right.
<@=PS4GC> <s n=644> <shift new=laughing> if you like. <s n=645> It 's on the front of
this tape <shift> . <s n=646> But, no I 'd better not had I.
<@=PS4GD> <s n=647> No, no. <s n=648> Confidentiality.
<@=PS4GC> <s n=649> Yes. <s n=650> __ That 's er
<@=PS4GD> <s n=651> Yes alright <^^> .
<@=PS4GC> <s n=652> Yes a very nice gentleman.
<@=PS4GD> <s n=653> Yes <^^> it was John <#> ?
<@=PS4GC> <s n=654> John <#> yes.
<@=PS4GD> <s n=655> Right, yes, yes. <s n=656> They they do occasionally change __
them around __
<@=PS4GC> <s n=657> Yeah.
<@=PS4GD> <s n=658> Erm __ and some people that we __ we send out sort of tend to be
there for either half an hour and others <^^> sort of <^^> .
<@=PS4GC> <s n=659> It possibly depends on the nature of what you 're __ intending
<@=PS4GD> <s n=660> Yes.
<@=PS4GC> <s n=661> to set up. <s n=662> I mean my application essentially I should
think was one of the simplest __
<@=PS4GD> <s n=663> Yes.
<@=PS4GC> <s n=664> that could possibly be. <s n=665> There 's no stuck __ movements
and
<@=PS4GD> <s n=666> Mm.
<@=PS4GC> <s n=667> things like that involved.
<@=PS4GD> <s n=668> No I mean <^^> we do send the business plan up prior to the <vocal
desc="clears throat"> to the <^^>
<@=PS4GC> <s n=669> Of course, yes <^^> .
<@=PS4GD> <s n=670> but even so I think some
<@=PS4GC> <s n=671> Yeah.
<@=PS4GD> <s n=672> of the ones <^^> __ <^^> , yes, yes
<@=PS4GC> <s n=673> They look at it when the client comes in <=PS4GD> < n=674> rather
than __ <^> . < n=675> I < VVB> mean we < VDD> did < VHI> have <=PS4GC> < n=676> Yes.
<=PS4GD> < n=677> one which __ < VM0> must < VHI> have < VBN> been probably about so
thick <=PS4GC> < n=678> Right. <=PS4GD> < n=679> and I < VM0> ca < XX0> n't < VVI>
foresee the chap __ < NN1-VVG> reading that in a __ <=PS4GC> < n=680> No. <=PS4GD> <
n=681> and < VVG> absorbing it and er __ <^> the y just __ want to make sure
<@=PS4GC> <s n=682> Mm.
<@=PS4GD> <s n=683> that the person there is __ er
171
<@=PS4GC> <s n=684> Actually did write the plan
<@=PS4GD> <s n=685> Yes.
<@=PS4GC> <s n=686> and knows what they 're about, yes .
<@=PS4GD> <s n=687> But even but even in that case we did have __ er did have a case
<^^> with a young __ a youngish lad who his accountant had written it
<@=PS4GC> <s n=688> Oh.
<@=PS4GD> <s n=689> was very sketchy
<@=PS4GC> <s n=690> Yes.
<@=PS4GD> <s n=691> <^^> financial projection side was fine you know
<@=PS4GC> <s n=692> Right.
<@=PS4GD> <s n=693> full of __ cash flow charts and budgets for three years, projected
profit and loss and all <^^> . <s n=694> But the written part was only very sketchy
<^^>
<@=PS4GC> <s n=695> Mm.
<@=PS4GD> <s n=696> on on erm __ one __ side of A four __ and it was obviously was n't
written by a young __ man
<@=PS4GC> <s n=697> Right.
<@=PS4GD> <s n=698> and erm __ <trunc> the </trunc> they <trunc> di </trunc> did pass
him but
<@=PS4GC> <s n=699> Oh.
<@=PS4GD> <s n=700> they did obviously have to ask him a lot more questions
<@=PS4GC> <s n=701> Yes.
<@=PS4GD> <s n=702> so hence the interview
<@=PS4GC> <s n=703> Yes.
<@=PS4GD> <s n=704> lasted quite __ a period of time because they wanted to make sure
that __ he knew what he was doing and everything
<@=PS4GC> <s n=705> Right.
<@=PS4GD> <s n=706> was __ you know factual within the __ in the written part.
<@=PS4GC> <s n=707> <^^> I I must say I 've also been __ er you know very __ very
impressed and er learnt quite a lot just attending these __ courses that you 've you
've got running here .
<@=PS4GD> <s n=708> Yes, yes.
<@=PS4GC> <s n=709> It helps to put things that you already knew back in focus
<@=PS4GD> <s n=710> Yes.
<@=PS4GC> <s n=711> and remind you of some of the other things that you did n't.
<@=PS4GD> <s n=712> Mm, mm. <s n=713> Yes so <trunc> i </trunc> <trunc> i </trunc> __
at one time to get onto the __ to apply for the Enterprise
<@=PS4GC> <s n=714> Mm.
<@=PS4GD> <s n=715> Allowance Scheme one had to __ attend a mandatory seven day Start
Your Own Business course.
<@=PS4GC> <s n=716> Right. <s n=717> Yes I realized this <^^> .
<@=PS4GD> <^^>
<@=PS4GC> <s n=718> This was when they first started was n't it ?
<@=PS4GD> <s n=719> That 's right which was __ run two days a week for over __ for
three and a half weeks.
<@=PS4GC> <s n=720> Right.
<@=PS4GD> <s n=721> Then produce a business plan and the <trunc> interv </trunc> go
for the interview which __ <^^> looking <^^> sort of month six weeks
<@=PS4GC> <s n=722> Yes.
<@=PS4GD> <s n=723> before you could actually get onto the scheme. <s n=724> But here
in Newark because we do n't have sufficient numbers coming through
<@=PS4GC> <s n=725> No.
<@=PS4GD> <s n=726> <^^> we tend to do it all on a one to one basis
<@=PS4GC> <s n=727> Right.
<@=PS4GD> <s n=728> and have a back up of the __ you know the the individual days sort
of <^^>
<@=PS4GC> <s n=729> <^^> then in a position
<@=PS4GD> <s n=730> Yes.
<@=PS4GC> <s n=731> to use your judgement as to whether you say to somebody, Yeah you
must finish this before I 'm gon na consider you or __
<@=PS4GD> <s n=732> Yes.
<@=PS4GC> <s n=733> Yeah okay we 'll put your name forward but it would be nice if you
attended.
<@=PS4GD> <s n=734> Mm. <s n=735> But before it was a mandatory seven day course
regardless of that person's expertise or __ <^^> you know __ qualifications .
172
APPENDIX J. BUS2
<@=PS4GC> <s n=736> <^^> might have been <^^> their own company <^^> life before they
__
<@=PS4GD> <s n=737> Yes, exactly.
<@=PS4GC> <s n=738> went unemployed and then decided to take advantage.
<@=PS4GD> <s n=739> Yeah I mean we do get people who come in on the sort of the Friday
morning and they 've already got their __ done their business <^^> perhaps sought out
__ professional advice elsewhere
<@=PS4GC> <s n=740> Yeah.
<@=PS4GD> <s n=741> they just really need a <trunc> d </trunc> discussion with
somebody local, get some a bit of extra information <^^>
<@=PS4GC> <s n=742> And sign on.
<@=PS4GD> <s n=743> <^^> but to make that person go through a __ a seven day course
and wait a month
<@=PS4GC> <^^>
<@=PS4GD> <s n=744> is __ nonsense so __ it is a much more flexible now. <s n=745>
Because we do n't have the sufficient numbers and ca n't keep people waiting for __
courses we tend to have these __ do it on a one to one basis __ which __ you get, I do
n't know __. <s n=746> I think from __ generally from courses are quite good because
you do learn something and you 're
<@=PS4GC> <s n=747> Oh yes.
<@=PS4GD> <s n=748> meeting other people in similar circumstances and no matter how
much you tend to know, you 'll __ learn and feed off each other
<@=PS4GC> <s n=749> Mm.
<@=PS4GD> <s n=750> Whereas one to one it 's just __ you and that particular __ you
know business <^^> .
<@=PS4GC> <s n=751> I 've been most appreciative of the __ erm clarity and
incisiveness of <#> 's __ <^^> set out .
<@=PS4GD> <s n=752> She 's very <^^> .
<@=PS4GC> <s n=753> She she 's a born teacher.
<@=PS4GD> <s n=754> Mm.
<@=PS4GC> <s n=755> <vocal desc=laugh> Should should <^^> I think the __ the the tax
__ erm __ <^^> <trunc> priv </trunc> private private tax __ advice gain is the is the
education <^^> with her .
<@=PS4GD> <s n=756> Mm, mm.
<@=PS4GC> <s n=757> She she 's absolutely excellent.
<@=PS4GD> <s n=758> Yes, yes. <s n=759> We always get er __ you know very good erm __
sort of report back er <vocal desc="clears throat"> from the courses that she __ she
runs, yeah.
<@=PS4GC> <s n=760> Yes.
<@=PS4GD> <s n=761> I think it 's a difficult __ subject er in __ one where somebody
's starting up own business who has n't __ erm had any experience before
<@=PS4GC> <s n=762> Mm.
<@=PS4GD> <s n=763> that you know __ book keeping, finance and taxation <trunc> i
</trunc> it 's
<@=PS4GC> <s n=764> Mm.
<@=PS4GD> <s n=765> a __ a minefield in a wilderness
<@=PS4GC> <s n=766> It 's a bit of a headache is n't it, yes.
<@=PS4GD> <s n=767> and something that __ one can be quite erm __ fearful of.
<@=PS4GC> <s n=768> I 'm rather lucky in a way. <s n=769> I 've a father in law who
was __ er for a long time in charge of the erm __ er financial side of the P A Y E
side of the er National Dental Estimates Board in Eastbourne in Sussex
<@=PS4GD> <s n=770> Mm.
<@=PS4GC> <s n=771> and he knows these things. <s n=772> He could __ he 's still good
enough to stand in erm Sainsburys alongside the till and add up the prices as they go
through.
<@=PS4GD> <s n=773> <^^> yeah. <s n=774> Yes.
<@=PS4GC> <s n=775> And reach the same total at the end
<@=PS4GD> <s n=776> Yes.
<@=PS4GC> <s n=777> or argue when his total does n't match hers
<@=PS4GD> <s n=778> <^^> yes.
<@=PS4GC> <s n=779> and he 's always right.
<@=PS4GD> <s n=780> Mm, mm. <s n=781> Does he do that as a matter of practice when he
goes shopping ?
<@=PS4GC> <s n=782> Oh yes, yes. <s n=783> He just stands there and does it.
<@=PS4GD> <s n=784> Mm.
173
<@=PS4GC> <s n=785> Click click click click click. <s n=786> I can tell you what it 's
gon na be.
<@=PS4GD> <s n=787> Mm.
<@=PS4GC> <s n=788> And it is.
<@=PS4GD> <s n=789> Amazing, yeah, yeah.
<@=PS4GC> <s n=790> He worries me <^^> .
<@=PS4GD> <s n=791> Yes, yes. <s n=792> <^^> lesser mortals need these things like
<@=PS4GC> <s n=793> Yeah.
<@=PS4GD> <s n=794> calculators to er. <s n=795> __ Makes you very lazy I think.
<@=PS4GC> <s n=796> Oh I think so. <s n=797> It 's rather interesting at the erm __
book keeping course last Wednesday I __ I did it all without using a calculator __
because the examples essentially were quite simple.
<@=PS4GD> <s n=798> Mm.
<@=PS4GC> <s n=799> Basic arithmetic. __
<@=PS4GD> <s n=800> Yeah.
<@=PS4GC> <s n=801> Er everybody else used calculators and I was first finished every
time.
<@=PS4GD> <s n=802> Mm, mm.
<@=PS4GC> <s n=803> Now __ that ca n't be because I was __ that much better at maths
because I 'm not I mean __
<@=PS4GD> <s n=804> Mm.
<@=PS4GC> <s n=805> musicians can only count up to four. <s n=806> Beyond that they
<^^> it 's combinations <shift new=laughing> of twos and threes <shift> .
<@=PS4GD> <s n=807> Yes, yeah, yeah.
<@=PS4GC> <s n=808> I 'm no I 'm no speed __ merchant as far as maths is concerned
<@=PS4GD> <s n=809> Mm, mm.
<@=PS4GC> <s n=810> at all.
<@=PS4GD> <s n=811> Mm.
<@=PS4GC> <s n=812> I think you can get bogged down in in the button pushing and <^^>
making mistakes <^^> .
<@=PS4GD> <s n=813> Yes, yes yes yes. <s n=814> I must admit I <^^> . <s n=815> Maths
was n't one of my strong subjects at school and er __ I I rely very heavily on it to__
<@=PS4GC> <s n=816> Mm.
<@=PS4GD> <s n=817> but even sometimes when the calculator is not immediately
available and you start adding up the <trunc> finger </trunc> er the figures
<@=PS4GC> <s n=818> Yes.
<@=PS4GD> <s n=819> __ <trunc> i </trunc> it 's __ getting slower
<@=PS4GC> <s n=820> Yes.
<@=PS4GD> <s n=821> unless you 're doing it.
<@=PS4GC> <s n=822> <^^> I <trunc> st </trunc> I have to use my fingers these days to
carry forward the the __
<@=PS4GD> <s n=823> Yes.
<@=PS4GC> <s n=824> the er the tens and all this
<@=PS4GD> <s n=825> Yes.
<@=PS4GC> <s n=826> kind of thing. <s n=827> <^^> Well I 'd better get out of your
hair.
<@=PS4GD> <s n=828> Fine. <s n=829> Okay well my next appointment 's
<@=PS4GC> <s n=830> Thank you very much for this.
<@=PS4GD> <s n=831> actually cancelled. <s n=832> That was the telephone call
<@=PS4GC> <s n=833> Ah.
<@=PS4GD> <s n=834> <^^> . <s n=835> Get down and do some paperwork .
<@=PS4GC> <s n=836> <^^> . <s n=837> __ Thanks very much indeed.
<@=PS4GD> <s n=838> Pleasure. <event desc="end of recording"> </stext> </bncDoc>
Index
Analysis of written texts, 18
asymmetry, 5, 12, 21, 24, 28, 35,
38, 83, 100, 101
institutional interaction, 2, 3, 5, 12{
14, 18, 19, 23, 24, 27{29,
31, 33, 91, 97, 99{103
interpersonal, 9{13, 99
IRF model, 34
behavioural processes, 15, 16, 51,
55, 69, 70, 78
Knower, 1{4, 7, 11, 12, 14, 19, 21{
23, 25, 26, 28, 29, 31{42,
48{53, 55{57, 59{63, 65{71,
73{79, 81{86, 88, 89, 91{
97, 100{103
Circumstance, 11, 12, 14, 15, 17,
19
client, 1, 22, 24, 25, 40, 41, 43, 92,
96
exchange structure, 3, 4, 29{31, 41,
59, 61
IRF model, 34
moves, 23, 28{30, 34, 35, 38,
39, 59{61
existential processes, 15, 17, 54, 56
experiential, 9{12, 99
expert, 1, 22, 24, 40, 96, 101
lexico-grammar, 10, 11, 26
Mood, 11
Theme, 11
Transitivity, 1{5, 7, 8, 10{14,
17{21, 26, 28, 31{33, 35,
36, 38, 39, 41{43, 45, 47,
48, 61{63, 65, 71, 79, 91,
93{97, 99{103
eld, 1, 5, 10, 11, 22, 23, 101
functional approach, 11, 13
Major and minor processes, 15
material processes, 15, 49, 51, 52,
55, 56, 66, 67, 74, 92, 100
mental processes, 15, 50, 53, 55{57,
68, 76, 92, 100, 101
metafunctions, 9, 10
experiential, 9{12, 99
interpersonal, 9{13, 99
textual, 2, 8{11, 42
mode, 10, 11, 16, 21
moves, 23, 28{30, 34, 35, 38, 39,
59{61
grammar, 2, 9{13, 17
grammatical system, 12, 26, 31, 99
hypotheses, 4, 33, 35, 38, 39, 48,
57, 63, 64, 71, 79, 83, 88,
92, 94{96, 100
ideology, 27, 28, 31
Informant, 1{4, 7, 11, 12, 14, 19,
21{23, 25, 26, 28, 29, 31{
42, 48{53, 55{57, 59{63, 65{
79, 81{86, 88, 89, 91{97,
100{103
participants, 11{20, 22, 24, 34, 36{
39, 57, 65, 66, 71, 73
175
176
power, 1, 4, 5, 11{14, 19, 21, 24,
27, 28, 31, 35{38, 48, 83,
99, 101, 102
process types, 19, 31, 35, 49, 51,
55, 57, 65, 66, 80, 92, 100,
102
behavioural, 15, 16, 51, 55, 69,
70, 78
existential, 15, 17, 54, 56
material, 15, 49, 51, 52, 55, 56,
66, 67, 74, 92, 100
mental, 15, 50, 53, 55{57, 68,
76, 92, 100, 101
relational, 16, 53, 69, 77
verbal, 15, 16, 54, 68, 70, 76,
80
projection, 21, 22, 36{38, 74{77,
80{82, 84, 86, 88, 91, 95,
97, 100{102
relational processes, 16, 53, 69, 77
Register variables, 10
eld, 1, 5, 10, 11, 22, 23, 101
mode, 10, 11, 16, 21
tenor, 5, 10{13
research questions, 3, 4, 33, 35, 38,
47{49, 52, 55, 59, 61, 66,
67, 70, 73, 74, 78, 84, 86,
88, 89, 97, 102
roles, 1{5, 7, 9{12, 14{25, 27, 30{
33, 35{40, 42, 48, 65, 71{
76, 78{82, 84{89, 91{97, 99{
103
Attribute, 16, 17, 35, 65, 80
Actor, 13{15, 17, 42, 65, 73{75,
79{81, 83{86, 88, 95, 102
Behaver, 17, 65, 73, 78{81, 84{
88, 95, 96
Beneciary, 15, 17, 42, 65, 73,
75, 80, 81, 83{86, 88, 95
Carrier, 16, 17, 65, 73, 77, 79{
81, 84, 85, 87, 88, 95, 96
Existent, 17, 65
INDEX
Goal, 15, 17, 65, 75, 79{81, 83{
85, 87, 88, 95, 96
Phenomenon, 16, 17, 65, 76, 80,
84
Receiver, 16, 65, 77, 80, 81, 84,
85, 87, 88, 95, 96
Sayer, 16, 17, 65, 73, 76, 78{82,
84{86, 88, 95, 96
Senser, 15, 17, 65, 73, 76, 78{
86, 88, 95
Systemic Grammar, 1, 4, 5, 7{13,
18, 99
lexico-grammar, 10, 11, 26
Mood, 11
Theme, 11
Transitivity, 1{5, 7, 8, 10{14,
17{21, 26, 28, 31{33, 35,
36, 38, 39, 41{43, 45, 47,
48, 61{63, 65, 71, 79, 91,
93{97, 99{103
metafunctions, 9, 10
experiential, 9{12, 99
interpersonal, 9{13, 99
textual, 2, 8{11, 42
Register variables, 10
eld, 1, 5, 10, 11, 22, 23, 101
mode, 10, 11, 16, 21
tenor, 5, 10{13
strata, 9, 10
tenor, 5, 10{13
textual, 2, 8{11, 42
Transitivity, 1{5, 7, 8, 10{14, 17{
21, 26, 28, 31{33, 35, 36,
38, 39, 41{43, 45, 47, 48,
61{63, 65, 71, 79, 91, 93{
97, 99{103
verbal processes, 15, 16, 54, 68, 70,
76, 80