PART 3: Apply course concepts. Using CMN 588 course readings, particularly from Unit 1
(Heritage 1984: Chapter 8; and Drew & Heritage 1992: Chapter 1) and Unit 3 (Kidwell 2018),
apply key terms/concepts from the readings to specific details shown in each of your group’s (5)
traffic stop transcripts. In your group, discuss and type up notes about how you observe the course
concepts becoming manifest in each traffic stop interaction, citing specific transcript line
numbers.
At a minimum, be sure to include in your written response to Part 3:
-a discussion of the “adjacency pair” concept/rule/social norm (Unit 1, Heritage 1984):
How and where (citing transcript line numbers) are participants displaying their
orientation to this rule (even if they’re displaying their orientation to it being
broken/violated) in each of the (5) transcribed traffic stop interactions?
and
-a discussion of how and where (citing transcript line numbers) the citizen driver “aligns”
with or “resists” the officer’s reason for the stop in each of the (5) transcribed traffic stop
interactions; and if you believe “pretextual policing” may be involved in the traffic stop
(Unit 3, Kidwell 2018).
In your group’s typed notes about how you observe course concepts becoming manifest in each
traffic stop interaction:
mention specific details of the traffic stop participants’ utterances/actions, referring to
lines in the transcript by number; AND
discuss how each of your observations about the traffic stop connects to specific research
findings presented in the Unit 1 readings by Heritage (1984: Chapter 8) and Drew &
Heritage (1992: Chapter 1) and the Unit 3 reading by Kidwell (2018). Demonstrate in
writing your understanding of the readings by explaining what the course terms/concepts
mean and applying them where they’re relevant to details in your transcripts. In the main
body of your response, each time you use a term/concept from a specific reading, be sure
to cite the last name of author(s), publication year, and the specific page number(s) on
which that term/concept appears. For example: (Heritage, 1984: 246).
In your group’s typed notes, try to avoid:
– evaluating/judging the participants in the traffic stop;
– simply describing or paraphrasing what happens in each transcript;
– writing in generalities without showing how your claims are connected to the particulars of
each traffic stop.
Communication 588: Analyzing Institutional Interaction Professor Pillet-Shore
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PART 4: Compare and contrast. Using your transcripts as analytic tools that make fleeting,
taken-for-granted aspects of these (5) real, naturally-occurring traffic stop interactions visible
and therefore analyzable, compare and contrast at least 2 of these 5 case studies. In your group,
decide which of the (5) traffic stops you’ll select. Then discuss and type up notes about any
similarities you observe across your selected traffic stop transcripts/videos. Likewise, discuss
and type up notes about any differences you observe across your selected traffic stop
transcripts/videos.
PART 5: Reflect. You may wish to divide up your group’s response to this Part 5 into separate
paragraphs in which each group member expresses her/his own personal/individual reflection on
the following:
-How did watching/listening to these (5) traffic stop interaction case studies make you
feel?
-What were some of your first impressions when you initially watched/listened to each
of these (5) traffic stop interaction case studies? Did your impression/understanding
change over time as you re-watched them, and/or as you discussed them with your
group?
-Do you think participants’ race, class, gender and/or age played a part in each
interaction? If not or if so, explain what you observed (be as specific as possible) that
led you (and/or your group) to that conclusion.
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