By Rod Watson

Analysing useful Texts makes a speciality of texts as elements of human utilization, displaying how written files and different 'texts' are vital to social association. It finds social association itself to be not just textually-mediated in nature, but additionally textually-constituted, exhibiting how texts - specialist, technical or another way - in addition to a number of social-scientific methodologies hire the assets of normal language. Theoretically subtle and illustrated with empirical examples, this ebook can be of curiosity not just to these with pursuits in ethnomethodology and dialog research, but additionally to social scientists and anthropologists excited by textual content research, textual experience and the 'linguistic flip' within the equipment in their personal disciplines.

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26 Analysing Practical and Professional Texts 16 sign is an integral feature of such ordinary sorting or triage activities, so the two “moments” are, in a certain sense, only strongly distinguishable for the purposes of analysis. It is in the practical, everyday world, however, that the careful observer can, perhaps, discern the operation of this duplex action most clearly. The course of action of (say) boarding the no. 16 bus is what many ethnomethodologists term a textually mediated one: that is what imparts to it its specifically duplex character.

This, of course, applies to inscriptions of the natural language just as much as to its oral / aural form. It thus applies to the term “pair”. The term “pair” might ordinarily be conceived of consisting of two parts – related, twinned, interdependent, perhaps but still distinguishable or separable. So far as the use of the term “text-reading pair” is concerned such a distinction may be unwilled, even denied by analysts in the sense that the parts are intended to be seen as forming a single, seamless whole.

André Kertész’s photographs of ordinary readers). As we have seen, this does not mean that readers can idiosyncratically or arbitrarily impute just any characteristics to a given text: texts themselves afford resources to readers, but readers activate those resources and it does not, therefore, make sense to consider the inscriptive characteristics of texts as freestanding. By consequence, it means that the ethnomethodologist qua analyst should never stipulate a freestanding meaning to the text, should never pronounce as an “academic authority” upon what a text “really” (or “ultimately”) means, irrespective of how ordinary readers construe the meaning in real, local, everyday circumstances and for their own practical purposes.

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