A sample stretch of talkI've been digging into some of the literature on talking vs writing.
...speakers are sitting at the dinner table talking about a car accident that happened to the father of one of the speakers
< speaker 1 > I’ll just take that off. Take that off.
< speaker 2 > All looks great.
< speaker 3 > [laughs]
< speaker 2 > Mm.
< speaker 3 > Mm.
< speaker 2 > I think your dad was amazed wasn’t he at the damage.
< speaker 4 > Mm.
< speaker 2 > It’s not so much the parts. It’s the labour charges for
< speaker 4 > Oh that. For a car.
< speaker 2 > Have you got hold of it?
< speaker 1 > Yeah.
< speaker 2 > It was a bit erm.
< speaker 1 > Mm.
< speaker 3 > Mm.
< speaker 2 > A bit.
< speaker 3 > That’s right.
< speaker 2 > I mean they said they’d have to take his car in for two days. And he says All it is is s straightening a panel. And they’re like, Oh no. It’s all new panel. You can’t do this.
< speaker 3 > Any erm problem.
< speaker 2 > As soon as they hear insurance claim. Oh. Let’s get it right.
< speaker 3 > Yeah. Yeah. Anything to do with
< speaker 1 > Wow.
< speaker 3 > coach work is er
< speaker 1 > Right.
< speaker 3 > fatal isn’t it.
< speaker 1 > Now.
Teaching about talk – what do pupils need to know about spoken language and the important ways in which talk differs from writing?
in: Spoken English and the question of grammar: the role of the functional model
re: the conversation above, I am struck by the fact that everyone knows what everyone else is talking about.
Student writers have to achieve the same effect with readers they can't see, a tall order. Professional writers have to produce a steady stream of sensible-seeming thoughts and images inside the minds of readers they can't see, don't know, and will never meet.
How does that happen?
The answer is: via cohesion devices.
But how do cohesion devices work? Are the cohesion devices used in writing direct analogues to the cohesion devices used in speaking? (And what are the cohesion devices in speaking, anyway? I'm not sure, exactly.)
What are the best devices; when do you use which ones; and how do you teach them to students?
I'd like to know.
I'm reading Vande Kopple next. Then Halliday and Hasan, Kolln, and Dillon.