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May 4 • 4 tweets • 3 min read
I haven’t transcribed Johnson for a while (too😡) but for the records here are his responses to Susanna Reid's questions about #Elsie, which include placing a definitive-sounding "no" after Reid suggests "you can't say anything to help Elsie, can you."

Part 1: Opening question:
Part 2, in which Johnson produces incomplete responses, cut off and abandoned sentences, rushed-through turns, deviations, and stated intentions - but does not provide examples of what Elsie "should cut back on".
Part 3, in which Reid repeats her initial question (at line 47); Johnson repeats his earlier answer (line 49); resists addressing Reid's factual challenges, and ends up placing that "no" at line 65 - he can't say anything to help Elsie because "we" are focusing on supply.
@susannareid100's observations about how Johnson might better have responded are spot on:

The clip I transcribed (most of) is here:

And transcription symbols are here: universitytranscriptions.co.uk/jefferson-tran…

#EMCA #Communication

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More from @LizStokoe

Elizabeth Stokoe Profile picture
Mar 3
What can we learn from the #language of “living with covid”?

We wrote about the origins of “living with it”; how it became associated with Covid-19, and how – like other idiomatic phrases – it closes down discussion (“just live with it!”)

🧵 expands short piece in @bmj_latest Image
2. We searched on @LexisNexisUK for the first use, first use in association with Covid-19, and frequency of use, of twelve variations of ‘living with it’ and ‘learning to live with it’, up to the start of 2022.

It’s clear that ‘live/living’ outpaced ‘learn/learning’ versions. Image
3. Here are some examples from Lexis Nexis.

For each iteration of the phrase, we looked at the date and quote of the first (non-covid) mention; number of hits/mentions (to end December 2021); first Covid-19 mention, and an exemplar recent Covid-19 mention. ImageImageImage
Read 9 tweets
Elizabeth Stokoe Profile picture
Dec 21, 2021
What evidence is there that “using these 8 common phrases” will “ruin your credibility”?

Answer: Not much.

Why do we create and perpetuate #communication myths? Communication is important, and we don't see enough of how it works “in the wild.”

🧵Thread 1/12
The thread is informed by research in conversation analysis #EMCA

There are other research methods for investigating communication, but not all look at actual humans producing, for instance, those “8 common phrases” in social interaction.

That’s what this thread will do. 2/12
The thread gives examples of the “8 common phrases” being used.

As @DerekEdwards23 says, if data-free assertions (advice, theories, models) don’t account for actual interaction, there’s a problem.

Judge for yourself whether the phrases undermine speaker credibility. 3/12
Read 12 tweets
Elizabeth Stokoe Profile picture
Oct 8, 2021
After last week's focus on the science of mechanical and natural #ventilation, today's @IndependentSage briefing focused on its translation into a non-technical #communication #messaging 'proof of concept' scheme.

Full report ➡️ bit.ly/3BrFD5j

1. Summary⬇️
2. The proposed scheme brings together two familiar visual systems: i) the international energy labelling system and ii) icons.

It also builds on previous proposed schemes and the kinds of infographics we’ve seen over the last 18 months

e.g., bmj.com/content/370/bm…
3. NB. Ventilation is complex - as is making decisions about the behavioural mitigations needed following the assessment of any given space - so any such scheme must be underpinned by ventilation and aerosol expertise ...
Read 15 tweets
Elizabeth Stokoe Profile picture
Sep 9, 2021
Here’s a little case study of the ripple effect of UK government mixed messaging - universities and face coverings.

1. “Face coverings are no longer advised for students, staff and visitors either in teaching rooms or in communal areas” (DfE, 17.8.21)

“no longer advised” 🤨 The ripple effect. Forance/Shutterstock.
2. Meanwhile, beyond campus, the government has

“removed the requirement to wear face coverings in law"

"but"

"expects and recommends that they are worn"

"in enclosed and crowded spaces where people may come into contact with people they don’t normally meet.”
3. Back to universities:

“There are no longer restrictions on the approach to teaching and learning in HE... There is no requirement for social distancing or other measures within in person teaching... [and there are no] restrictions to face-to-face provision.”
Read 8 tweets
Elizabeth Stokoe Profile picture
Aug 20, 2021
🚨 New from @IndependentSAGE

Our ‘Following the Science’ Timeline charts the main behavioural science recommendations from SAGE & Indie SAGE about the measures needed to minimize the spread of COVID-19 alongside what the Westminster Government implemented and when.

🧵+🔗⬇️
2. The timeline covers four main areas: hand and respiratory hygiene, face coverings, physical distancing, and self-isolation...
3. ...it also covers selected events, news, and dates as an aide memoire, and some dates about emerging science (e.g., the airborne nature of Covid) where it had implications for behaviours like wearing face coverings or opening windows.
Read 17 tweets
Elizabeth Stokoe Profile picture
Jul 21, 2021
Regarding @IanCookson72's point below, #EMCA research shows us that whatever appears in the 'answer' slot in a conversation can be assessed (in the moment and post-hoc) for how it addresses the initiating 'question'. News interviews are full of examples.
2. There is a great deal of conversation analytic and other research on media / news / political interviews – too much for a thread – including on the thousands of Newsnight interviews.
3. If you’re not familiar with conversation analysis, transcripts use the ‘Jefferson’ system which, like music notation, includes the precise pace, intonation, etc. of real talk as it is produced, including gaps between and pauses within turns timed to the nearest 0.1 second.
Read 10 tweets

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