Transcription:

2:04 PM 09/07/2014
I need to make dinner soon/Oh my god what did I just read? I need to reread this par./Oh that
makes sense/The carrots are in the bottom drawer/sigh/Wow I wonder if we will use the
standardized codes?/That sounds reasonable/essentially I think they are trying to come up with a
uniform generalized way of studying and the only way to do it is to categorize/I guess not, I need
to make a code based off of what I say/These codes are very detailed/Ha/ Periods of
Silence/Whats the score of the Dolphins game/ Do we need to do a Time Continuum portion
to this project/I feel like that would be difficult so I would say not/Ill ask her on Monday/Whats
a miscue?/I need a highlighter/sigh/that is what happens to me/Insanity/Man Jacksonville is
killing it/this would be a great way to group younger children so that as they enter middle school
and high school their writing will be on the same level/Instead of writing I often repeat over and
over the question or topic sometimes in other accents/Reread this/Okay all done
D/RR/PL/C/D/C/PL/C/I/CPL/C/REL/D/PL/C/C/Q/PL/C/I/D/C/BO/PL/REL/C/D/D/PL/C/I/C/RE
L/PL/C/REL/RR/PL/C/C
2:55 PM 09/07/2014
Out of all the Qs that stand out to me question six seems the most interesting/Okay lets get
starts/Yes I do/Sigh/Typing/Rereading/Typing/Ugh, so/Rereading/Rereading Book/Edit/What
happened? (Football)/Rereading/Editing/Sigh/Typing/Rereading/This is so difficult/Yawn/Sigh/
Typing/My goodness/Typing/Rereading/Thats not the right word/Reading Book/There you
are/Why is this relevant?/Typing/I can work with this/Tony I feel for you/Typing/What
next?/Dinner thats whats next/Ugh/Typing/Rereading/Good/Pause to see the score of the game
(17/14)/Typing/Sigh/Rereading/Editing/Why does this matter?/She really needs a mind reading
devise and this study could have real world global applications/Haha/This is boring/Okay this is
sounding better/Sigh(of relief)/Boom/Typing/Rereading/Thank god for spell
check/Good/Good/Good/Okay thats good enough/Now to discussions
Q/FM/D/C/W/RR/W/C/RR/RR/E/PL/D/E/C/W/RR/W/FR/M/C/C/W/C/W/RR/E/PL/A/RR/C/Q
W/RR/W/C/RR/E/PL/RR/E/PL/D/W/C/REL/W/A/D/RR/E/PL/C/W/RR/W/RR/E/PL/A/D/W/C/
RR/RR/E/PL/Q/RR/W/C/RR/RR/E/PL/D REL/C/FR/M/A/C/C/W/RR/C/W/RR/ED/C/C/C/A/C
End 3:39 PM 09/07/2014 after transcription

{PL}: Planning: What comes next

{C}: Commenting: Sighing, making comment or judgment about the topic.
{I}: Interpreting: Rephrasing the topic
{A}: Assessing: Judging ones writing
{Q}: Questioning: Asking Qs

{RE}: Repeating: Written or Unwritten

{E}: Editing
{D}: Distraction