SALT Sample Transcript

Sample English Transcript
Conversation between child and examiner

Transcript Explanation
$ Child, Examiner The $ line at the beginning of the transcript identifies the speakers. The child's utterances begin with C and the examiner's utterances begin with E.
+Name: Melanie H.
+Gender: F
+DOE: 10/5/96
+DOB: 10/2/87
+CA: 9;0
+Grade: 4
+Context: CON 		The plus lines "+" are comment lines containing demographic information.
E What was go/ing on?
C He was not pay/ing attention (when um) when she was talk/ing.		 Bound morphemes are slashed as in "go/ing" and "happen/ed".
C (And um) :02 and (he) he/'s been really bad this whole year. Time markers, such as ":02", are inserted in the middle of utterances to mark significant pauses (2 seconds or longer).
Pause times may also be inserted between utterances.
E Has he?
C Yeah.
E Mhm.		  
E What happen/ed today that made him go outside?
C (Um :02 he was um) he was not do/ing anything that Miss_Cook said.
E Mhm.		  
C And :02 (um) he was like (no*) not pay/ing attention. Incomplete words, usually found in mazes, end with an asterisk as in "(no*)".
C He was pay/ing attention to (um) Larry/z mom.  
E Was she in there?
C (Um) yeah.
E Oh.		  
C Miss_Cook got angry (so[FP]). Mazes are parenthesized. These are the filled pauses, repetitions, and reformulations. The [FP] code identifies non-standard filled pause words.
C (A*) and (um then he did it) then he was like (um like) touch/ing on (e* ever*) everybody [EU]. If you want to mark anything for which there is no transcript convention, put a code in square brackets, as in [EU] (used to mark errors in the content or structure of the child's utterances).
C (And) < > and go/ing on their desk/s (and :02 so then) and then she put him out in the hall.
E < Oh >.		 Overlapping speech is marked with angle brackets <like these>. The empty overlap symbol "< >" in the child's utterance indicates that the examiner's "Oh" occurred between the child's words - not really an overlap but coded as such.
E And he tried to get in.
C Yep and (he/'s) he/'s been make/ing really weird noise/s and sound effect/s		  
E Through the door?
C Yeah (where that little) where that little thing is where you can talk into or something.		  
E It/'s a little vent.
C Yeah.
E Mhm.		  
E And how are the kid/s manage/ing inside the class?
C Oh we were right by the door so it was kind of hard to write down (and[FP])[EU].
C Because see we were do/ing (um) stuff that could help you if you were in an emergency.
C (Who) who would you go to or something.