B: But he’s going through one of the doors to get to the garden isn’t he?
A: Yea (turns to B) But before that, remember? Before that…
B: Yea, and then Oh yea – he takes the key –opens all the doors
A: Yea but remember then Alice comes in
B: And drinks the potion
A: No then Alice comes in and asks (inaudible) and the rabbit says Oh sorry no and then opens all the doors
B: I think he picks the key up. (Pause. A nods) We haven’t said he picks it up.
(Reads) with a large gold key neatly placed on top then
A: Then I picked it up and was …
B: No. Placed on top. (Deletes “then” and types ) I picked it up and
A: And was heading for the doorway
B: When I heard a voice
A: And was heading for a small, for a small door (Turns to screen and gestures)
B: (Reads) Placed on top. I picked it up. I picked it up. (To screen) I did do a space. It didn’t type. Come on. (Fast very quiet reading aloud then types) I picked it up
A: I picked it up and headed for the door
B: (Types “and headed”) And headed for the door
A: Headed for the nearest door I could find.
B: (Types “for the nearest door I”)
A: (glances at camera and makes a brief comment. Gestures to screen) I picked it up and headed for the
B: ( types “door”)
A: Nearest door
B: (Types “could find”. Reads) I could find
Commentary
A’s repeated ‘Then’ signals a return to the narrative. The previous minutes spent working on sentence structure appear to have led B to focus on the overall shape of the story, anticipating what will happen next. Together they discuss this, possibly using as a source the film adaptation excerpt they were shown in class. As they visualise A prompts B to ‘remember’. This rapid (re-) construction of the action leads B to an important insight: ‘We haven’t said he picks it up.’ A immediately begins to provide the needed line using the ‘Then’ already typed. B adapts this link (‘No’), deletes ‘Then’ and begins the sentence more directly with ‘I’. Together they begin constructing the link that will get them to the Alice speech A composed earlier. Until she starts typing B is involved in the composition – ‘When I heard a voice’. However as she starts to type she interacts with the error messages from the software, leaving A to elaborate on the action.
Interactive Education Project, Graduate School of Education,
University of Bristol
Tel: 01179 287105 Email: mary.oconnell@bris.ac.uk
