Home Formulations and the facilitation of common agreement in meetings talk
Article
Licensed
Unlicensed Requires Authentication

Formulations and the facilitation of common agreement in meetings talk

  • Rebecca Barnes

    Rebecca Barnes is a Research Fellow in the Institute of Clinical Education at the Peninsula Medical School, Universities of Exeter and Plymouth, UK. Her interests lie in conversation analysis and its potential for application in the analysis of institutional interactions, particularly the training of health care professionals. Her current projects are focused around problem-based learning, therapeutic and clinical reasoning interactions.

    EMAIL logo
Published/Copyright: June 5, 2007
Text & Talk
From the journal Volume 27 Issue 3

Abstract

Meetings are a place where shared understanding is paramount and must be done in an economical manner in line with the goals of most institutional interactions. Drawing from classic work in conversation analysis, this paper reports on an examination of a corpus of eight hours of video-recorded meeting interactions from a medical school. Mostly, meetings involve knowledge sharing and an orientation to decision making. Common agreement is highly important where elaborate effort may be invested by the chair to get agreement to what the outcomes were. In the data studied there are marked orientations toward common agreement. A particular subclass of formulations is one device employed to these ends by the chair—candidate preclosings (Garfinkel and Sacks 1970). This paper focuses on these particular formulations—types of repeat utterances that are designed to be recognized as linked to previous discussions but completely gloss the preceding talk. The analysis focuses on the sequential environment embodied by this glossing practice, demonstrating the basic format of production and its interactional consequences. In conclusion it is argued that these formulations are used by chairpersons to close the business-at-hand and facilitate the move on to the next topic. They also help to establish, record, and preserve shared understanding incrementally in a time-limited task-focused environment.


*Address for correspondence: Room C315, Portland Square Building, Peninsula Medical School, University of Plymouth, Drake Circus, Plymouth, Devon PL4 8AA, UK

About the author

Rebecca Barnes

Rebecca Barnes is a Research Fellow in the Institute of Clinical Education at the Peninsula Medical School, Universities of Exeter and Plymouth, UK. Her interests lie in conversation analysis and its potential for application in the analysis of institutional interactions, particularly the training of health care professionals. Her current projects are focused around problem-based learning, therapeutic and clinical reasoning interactions.

Published Online: 2007-06-05
Published in Print: 2007-05-23

© Walter de Gruyter

Downloaded on 8.9.2025 from https://www.degruyterbrill.com/document/doi/10.1515/TEXT.2007.011/html
Scroll to top button