Previous investigations of classroom discourse have focussed at the level of exchange or below and ignored larger-scale aspects of discourse. This paper presents a framework for analysing discourse at the level of exchange and above. The analysis, based in semantics, uses logic to provide an objective description of the discourse. By logically identifying the levels of specificity in the discourse, textual patterns of the transaction can be found. A sample analysis of a teacher's eliciting is presented to show how to use logical analysis and the value of finding textual patterns.
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