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'Put the Cheetos Down': Camouflaging the Institutionality of an Interaction
Unformatted Document Text:  20 and lovers, for example, tend to greet each other in distinctive ways to mark to each other and sometimes others the depth of their relationship. Indeed, their conversation ends quickly thereafter (line 6). The silence in line 7 is a transition relevance place (Nofsinger, 1999) and provides the opportunity for others to “jump in” without interruption or overlap. Brevan (line 8) takes over the conversation and makes directly relevant an interactional involvement with Ernest. He does so by orienting to Ernest’ utterance (line 5). In fact, he re-utters Jim’s speaking turn (line 6), even replaces it. Notice and compare Jim’s use of the term “darn” (line 6) and Brevan’s utterance “that stinks dude” in line 8. Both are used to address Jim’s answer in line 5 and address adequately a similar meaning: that to have a cold is bad news. However, both are phrased differently. Notice how Brevan acts as if the greeting between Jim and Ernest was his own. In other words, Brevan displays that he has been listening, but also that the greeting sequence between Jim and Ernest also served his purposes. Put simply, there is no need to conduct another greeting sequence. To a certain extent the excerpt makes visible that a greeting sequence between two group members is treated implicitly as a group greeting. More importantly, Brevan’s utterance in line 8 begins to establish a different kind of relationship with Ernest in and through the use of the term “du::de”. The term “dude” is fairly common in ordinary settings (e.g., between students and/or friends) and seems out of place in an institutional group setting. Yet, what is particular about a group setting is that it permits the display of a particular kind of relationship two people

Authors: Mirivel, Julien. and Tracy, Karen.
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and lovers, for example, tend to greet each other in distinctive ways to mark to each
other and sometimes others the depth of their relationship.
Indeed, their conversation ends quickly thereafter (line 6). The silence in line 7
is a transition relevance place (Nofsinger, 1999) and provides the opportunity for others
to “jump in” without interruption or overlap. Brevan (line 8) takes over the
conversation and makes directly relevant an interactional involvement with Ernest. He
does so by orienting to Ernest’ utterance (line 5). In fact, he re-utters Jim’s speaking
turn (line 6), even replaces it. Notice and compare Jim’s use of the term “darn” (line 6)
and Brevan’s utterance “that stinks dude” in line 8. Both are used to address Jim’s
answer in line 5 and address adequately a similar meaning: that to have a cold is bad
news. However, both are phrased differently.
Notice how Brevan acts as if the greeting between Jim and Ernest was his own.
In other words, Brevan displays that he has been listening, but also that the greeting
sequence between Jim and Ernest also served his purposes. Put simply, there is no need
to conduct another greeting sequence. To a certain extent the excerpt makes visible that
a greeting sequence between two group members is treated implicitly as a group
greeting.
More importantly, Brevan’s utterance in line 8 begins to establish a different
kind of relationship with Ernest in and through the use of the term “du::de”. The term
“dude” is fairly common in ordinary settings (e.g., between students and/or friends) and
seems out of place in an institutional group setting. Yet, what is particular about a
group setting is that it permits the display of a particular kind of relationship two people


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