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Knowing Silence: Transcription Conventions

Knowing Silence
Transcription Conventions
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table of contents
  1. Cover
  2. Half Title Page
  3. Title Page
  4. Copyright Page
  5. Dedication
  6. Contents
  7. Preface and Acknowledgments: How I Enter
  8. Transcription Conventions
  9. Introduction: Children as Knowing
  10. 1. “Recording Everything I Say”
  11. 2. A Spiraling Curriculum of Citizenship
  12. 3. Speech or Silence at School
  13. Interlude I. “Cállate”
  14. 4. An Interview with the Dream Team
  15. Interlude II. “There’s Always Police”
  16. Conclusion: A Lifetime of Knowing
  17. Afterword: We Are Still Here
  18. Notes
  19. Bibliography
  20. Index
  21. Author Biography

Transcription Conventions

Symbol

Significance

> <

Speeding up speech

< >

Slowing down speech

?

Strong rise in intonation and can be, but is not necessarily, an interrogative

↑

Raised intonation

↓

Falling intonation

.

Falling or final intonation contour

CAPS

Raised voice, usually shouting

__

Stress or emphasis

°

Words spoken quietly or softly

°°

Whispering

::

Prolongation of the preceding sound

-

Cut off prior word or sound

(( ))

Authors’ comments

These conversational analysis transcription conventions are adapted from Emanuel A. Schegloff, Sequence Organization in Interaction: A Primer in Conversation Analysis (Cambridge: Cambridge University Press, 2012), https://doi.org/10.1017/CBO9780511791208. I use this notation system when transcribing turns of talk (or dialogue) to represent the linguistic and paralinguistic resources speakers use in conversation; however, for increased legibility, I do not apply these conventions to block quotes presented without surrounding talk. Spanish punctuation—for example, a question mark or exclamation point—is displayed differently depending on the text: in the transcripts it represents intonation (and is not inverted at the start of a sentence), while in the block quotes it follows orthographic conventions in Spanish (and is inverted at the beginning of a phrase).

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The University of Minnesota Press gratefully acknowledges support for the open-access edition of this book from The Graduate Center of the City University of New York.

Portions of chapter 3 were previously published in “Speech or Silence: Undocumented Students’ Decisions to Disclose or Disguise Their Citizenship Status in School,” American Educational Research Journal 54, no. 3 (2017): 485–523.

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