An extract from mine and Abi's transcript from the previous lesson:
Me: in the top right hand corner (2) with spaces from the edge (.) draw a small (.) circle (3) that your thumb could fit into (3)
Abi: okay
Me: then (.) directly in the mid (.) middle draw (.) part (.) of (3) a small honeycomb (^)* so (.) do two small honeycombs in the middle
*The (^) is used instead of an arrow head because I couldn't find that symbol, but it means the same thing as an arrowhead or a question mark when doing transcripts.
Overview
Abi and I were given a task where each of us had to draw a series of abstract images on to a sheet of paper and taking turns, we had to then describe to each other how to recreate our original pictures. We were only allowed to communicate using verbal language and not body language. It took Abi over 2 minutes to communicate to me, whereas I took about 6 minutes. I think the two main reasons why I took longer, was the fact that I had more shapes on my sheet than Abi did and I found it much more difficult to communicate to somebody what to draw, than to do the drawing myself.
Analysis
The use of shorter pauses was my way of processing what I was going to say to Abi in a simple way so she could understand. However, the longer pauses were to allow Abi enough time to draw what I was saying, without missing any key information or repetition. When I took the long pause, "...circle (3) that your thumb..." I was checking to see if my thumb could fit into the shape so the sizing for Abi would be correct. When Abi says "okay" after a long pause it shows me that she was drawing after I had finished talking and now she was ready to move on to the next part of the drawing. When I said "honeycomb (^)" I was questioning whether or not Abi would understand what I had meant by that shape and if I had to simplify what I was saying. The use of the discourse marker "then" it's signaling to Abi that this is a completely different shape and nothing to do with the circle I told her to draw first.
