A critical discourse analysis of racial(19)

backandforthtocomplimentwhatsheissaying.

(33)Jenna:Youdidn’t?Whatdidyoufeelfromthebook?Hergazeislow.

(34)Ide nitelydidn’tfeellikeIwasinthebook.

(35)Jenna:Whatdidyoufeellike?

Thetoneofvoiceraises.

(36)Faye:Thislittle,thisbookmademeupsetThetoneofherofvoiceraises.(37)Idon’tliketoreadbooks

(36)wherenothinghappens.

(38)Jenna:ohhhhhJenna’smouthopenswide,eyebrowsraise,eyesgetwide,shiftsgazefromthetabletoFaye.

(39)Faye:Well,ok.

(40)Jenna:No,Idon’tcare,Idon’tcareHerheadmovesbackandforthtocomplimentwhatsheissaying.

Inthisinteraction,Fayeusesacommoninteractionalmoveforherwhichisthe“Ithinkthat’sinteresting...but”

construction.Thismovefunctionstokeeptheconversationmovingforward,evenwhenshedoesnotagreewithothers

inthebookclub.JennainsiststhatshewantstohearFaye’sperspectiveonthebook,askinghertwice“Whatdidyou

feel?”(lines33and35).Fayesharesherviewpoint“Idon’tliketoreadbookswherenothinghappens”(line36).Jenna’s

Throughoutthearticle,wehavechosentorepresentthetranscripts,brokenintowhatGee(2006)referstoas“idealizedlines”inaparagraph

format.Eachidealizedlineincludesthenonverbalsthatmadeuptheinteraction.Wehaverepresentedtheverbalin12-pointfontandthenonverbal

initalicsandin10.5fontsothereadercoulddistinguishbetweentheverbalandnonverbalsembeddedwithinthetranscripts.Wetranscribedthe

verbalandnonverbalcomponentsofthediscussion.Assuch,thetranscriptisamultilayeredrecordofthediscourseinthegroup.Onecanreadthe

verbal,thenonverbalorbothmodestogether.2

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