(^)
MR. Well, that's your focalDialog point, right? CodingC^ New EpisoCodemments.
becau117. See some ofse you're in those [f the linorcese of] can actioncel ou. t W C Continues thoughtThis is one of the bes in 116. t
examsessioplesn. of a warrant in this
MK. Oh, yeah, for right now, let's just draw
themon di out. Lagram.] et's just draw them all in. [Taps pencil C Relates toa managerial s Recotatemrder roent. le, but is
OK, anhere, just it, jd tust likhen oue wr we did oveight...wer the puere [ont that all the free-
body diagram], is that right?
RQSpC CoClarifuldicatio be RQCl =n. Request for
MR. Yeah Sp RQSp = R equest for Support^
MK. Or no? RQCl RQCl = RClarificatioequest for n.
MK123. MR. Y. Yeahou sound not def^ inite. SP Ck^
MRclass.. Not real confident what's going on in RQEn RQEEncoun =ragem Request foent. r
MR126. MK. Me ei. But, I tther. hink that's right. RQEnSp^
MK. M... [i129. MR. W-b .e., mug] Cl Cl (^)
MK. We scomes around, ask hihould asm. k him [TA]...when he RQI RQIInterv = Reentioquest fon. r TA
MR132. MK. U. Ifh, huh this is right, to draw it that way. Sp
[i.e., thshown ae ft rightorce-.] vector diagram. What they drew is Cl Ny N^
Nx WB Wm
TxT Ty
+x
+yfulcrum poi133. MR. Ynt. [Rou have to deciS looks at his owde where tn problo puemt the
statement sheet.]C New Episode.- MK. OK, wcatch him [TA] when he comell let's first find N anes around. d T...uh, RQBC RQB = Ror Interventioequest for Bn. acking,
- MRcome and s. I donee us becau't even know if he's evse we're on candid camen going to era. X (Statements coded Xomitted from the analy were sis.)
- MK. Welbathroom, don't you...all rigl, then go...yht. ou have to go to the X
Table 3-3. Group 4A, Lines 116-136.
In Table 3-4, lines 81 and 82, member MK uses summarizing statements as
transitions between thoughts. She almost always talks aloud as she writes or draws, and