1. e. Exchanges:
Because conversational discourse varies so much in length and complexity, analysis generally begins by breaking an interaction down into the smallest possible units, then examining the way these units are used in sequences.
The units have been called “Exchanges” or “interchanges” and their minimal form consists of initiating patterns.
Utterance “I” followed by a response utterance “R” as in:
e.g. What's the time ? I
Two o'clock R
Two- part exchanges (sometimes called ‘adjacency pairs') are common place, being used in such contexts as: questioning, answering, informing/ acknowledging, and complaining/ excusing.
Three part exchanges are also important, where the response is followed by an element of feedback (F). Such reactions are especially found in teaching situations:
Teacher: Where were the arrows kept? (I)
Pupil: In a special kind of box. (R)
Teacher: Yes, that‘s right, in a box (F)
What is of particular interest is to work out of the constraints that apply to sequences of this kind. The teacher –feedback sequence would be inappropriate in many everyday situations:
A: Did you have a good journey?
B: Apart from a jam at Northampton..
A:*Yes, that's right, a jam at Northampton . (Inappropriate)
Unacceptable sequences are easy to invent:
A: Where do you keep the jam?
B: * It‘s raining again. (Inacceptable)
On the other hand, with ingenuity it is often possible to imagine situations where such a sequence could occur.
e.g. if B were staring out of the window . Discourse analysts are always on the lookout for unexpected, but perfectly acceptable, sequences in context, such as:
A: Goodbye.
B: Hello.
(Used, for example, as A is leaving an office, passing B on his way in). Many jokes, too break discourse rules as the source of their effect:
A: yes, I can.
B: can you see into the future?