Mary Rhyne’s Narrative
As stated in chapter 4, I have chosen to include Mary’s narrative in its entirety to
contextualize my analysis and to allow Mary to ‘‘speak’’ for herself. The narra-
tive is divided into episodes and each is titled thematically throughout the longer
narrative. The narrative transcription also highlights Mary’s body movements
from which I infer meaning in relation to what she narrates. The translation of
the poetic transcription symbols is as follows:
The end of a poetic line represents a half-second pause. A period (.) represents at
least a two-second pause. A solidus (/) between words with no space represents
words spoken so rapidly together that they are all pronounced as one word. Capi-
tal letters represent an increase in volume. A dash (—) represents an abrupt
shift or change in theme. Spacing between letters in a word represents a deliber-
ate slowing down to emphasize each sound in the word for effect (example: He
needs p l e n t y help). An arrowhead pointing up
represents a rise in voice
pitch after each word; two arrows or more represent a further increase in pitch.
A line at the bottom of a word (so what ) represents a lowering in voice pitch;
two lines or more represent a further decrease in pitch (so what ). Angle
brackets () between words, phrases, and lines represent the voice whispering;
double (or more) brackets represent a quieter whisper (example: on the road
it was dark). A word in italics represents an emotional emphasis, an in-
tensity in breath and sound, not volume (example: I sacrificed all my life).
Three periods ( . . . ) represent a pause while thinking or while contemplating
what has just been said. A hyphen between words, phrases, and lines represents
mumbling (example: I-don’t-know-what-they-do).
The interview took place on Tuesday, May 18, 1993.We had just finished supper
and had moved to the living room with our bowls of ice cream. After we ate the
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