Routine encounters during independent writing : explicating taken-for-granted interaction

Research has established the predominance of one sequence of interaction in teacher-led activity in the classroom. Although much is known about the initiation-response-evaluation sequence, relatively less is known about other interaction sequences that may constitute classroom lessons. This study examines interaction during a time of individual activity in the classroom. Conversation Analysis is used to explicate and describe student-teacher interaction initiated by students during independent writing. Discussion establishes some of the ways that this interaction varies from the question-answer-evaluation sequence of interaction, and relates this to the institutional activity of the teacher and students during the lesson.