(^)
- MK. OK, umm...so then do we have to Dialog Coding Comments
include like the tension 63. and a weight here for the mug? C C Question can be rephrased as a statement. There are two claims made in one - RM. No. Sp statement. RM supports MK’s Claim with a
- MK. Or is it just a weight? MC rhetorical “no.” Sp = Support MK makes a claim in question form.
- MR. No, it's just the weight I think. Sp This is a rhetorical "no" and the statement agrees with MK's statement
- RM. No, you don't need tension. Sp in 65. This is a rhetorical "no" and the
statement with agrees with MK's statement in 65. - MR. I think the tension in this [i.e., the cable] comes from the weight. [Points to the
picture.]
W- It's negligible, as far as the cord's mass. W The Warrant is that the cord’s mass can be ignored.
- MK. OK, then...we just put weight-mug, right? Sm She follows here summarizing statement with a RQSp.
- OK [goes with 70] Sp
Table 3-22. Group 4A, Episode 9, lines 62-71.
(^) Active Members Make Claims
The making of claims is fairly uniformly distributed among the “active” students
in a group. Students who make an overall high percentage of the statements, also tend to
make most of the claims. Also, members who make original claims, tend to make
Modified or Alternate Claims. Students who are “quiet” tend to make fewer claims.
Table 3-23 (p. 125) illustrates these points. Only the flowcharted episodes are
considered. The “Statements” column tallies the number of flowchart symbols for each
member of the group. The percentage is the percent that number of statements is of the
whole. It should be noted that the “Total Claims” are a part of the “Statements” column.
That is, member TD in Group 2A, made 15 statements, six of which were claims. If
statements and Claims were uniformly distributed, one would expect to see each student