Guidelines for Accurate Transcription in SALT Software
Learn about the importance of accurate transcription, guidelines for transcribing language samples in SALT Software, transcription rules and segmentation, and available resources for improving transcription skills. Accuracy in transcription is crucial for obtaining reliable results and making informed decisions based on language analysis. Utilize these guidelines and resources to enhance your transcription proficiency in SALT Software.
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SALT Transcription Rules & Practice SALT Software, LLC
LSA Process Record a language sample Transcribe the sample Analyze the transcript Interpret the results
Importance of Accurate Transcription These are real people. The analysis of the transcript can help inform decisions about services. If the transcript is not accurate, the results may be misleading.
Transcription Keys Transcribe verbatim Use SALT coding conventions Speakers say things we find difficult to transcribe 95% should be easy to transcribe 5% will be difficult
SALT Transcription Rules: Handout Contents A. C-Unit utterance segmentation B. Transcript format C. Bound morphemes D. Spelling conventions E. Parenthetical Remarks F. Unintelligibility G. Mazes (filled pauses, repetitions, revisions) H. Overlapping speech and interjections I. Pauses (unfilled) J. Omissions and errors
Transcription Resources Reference documents found at http://saltsoftware.com/resources/tranaids Summary of Transcription Conventions Summary of C-unit Segmentation Rules Free online classes found at http://saltsoftware.com/training/self-paced-online-training 1300: Transcription Quick Start 1301: Transcription Getting Starting 1302: Transcription Transcript Format 1303: Transcription Utterance Segmentation 1304 1306: Transcription Conventions 1308: Transcription Practice Samples Help built into the SALT software F1 key for context-specific help (transcription conventions while in editor) Resources accessible from the Help menu
Transcription Rules p. 2 C- Unit Segmentation an independent clause and its modifiers One main clause, with all dependent/subordinate clauses attached to it Coordinating Conjunctions (signals to segment into new C-unit) and, but, or, and then, then, so (not so that ) Subordinating Conjunctions (do not segment into new C-unit) because, that ( that may also be an implied subordinator), when, who, after, before, so that, which, although, if, unless, while, as, how, until, as__as, like, where The canarywas perched on a branch when the manapproached him. Anastasiawas angry with her mother because shedidn t get to buya toy. Main Clause Subordinate Clause When the boylooked around his bedroomthe froghad disappeared. Subordinate Clause Main Clause Subordinate clauses cannot stand alone or are incomplete without the main clause
Transcription Practice p. 1 PRACTICE #1 C-Unit Segmentation 1) My brother went to a store and my mom and dad went to a different store and I went to my friend/z house. 2) When I went to my friend/z house, my brother and parent/s went to the store. 3) My brother went to the store and my mom and dad did too. 4) She look/ed in the refrigerator and look/ed in the freezer. 5) Her mom bought some flower/s then her dad did too. 6) And then the gnome said "Becoming a flower is/n't very easy so make sure that/ s what you really want".
Transcription Practice p. 1 PRACTICE #1 C-Unit Segmentation 7) He said, You need to work harder on thing/s like protecting the ball more and sharing it . 8) He was a very good dentist because his little drill made it so that the patient/s could/n't feel anything. 9) You should study hard so you get good grade/s. 10) So it/'s probably Speed_Chess that I usually play. 11) And you just keep go/ing until one person win/3s by two point/s. 12) There/'s also a thing called stealing but we normally don't do this because some kid/s call it cheating.
Transcription Practice p. 1 PRACTICE #1 C-Unit Segmentation 13) Before the pitch or during the pitch a player can steal or go to the next base without anybody know/ing. 14) And it/'s not often I can stay out as late as ten but I really don't mind. 15) In tennis you go behind the baseline and serve and if you don't do it a second time then it/ s a point for your opponent. 16) If you want to get the highest point/s, you have to come in first, which is worth ten point/s. 17) And the clock is still gonna run after everybody get/3s done, just to make sure they got the time/s right. 18) He went to school today although he was sick.
Transcription Rules p. 2-3 Transcript Format Line identifiers $ identifies speakers + header information C or E or other speaker identifiers = transcriber comments : or ; between-utterance pauses - timing lines
Transcription Rules p. 2-3 Transcript Format Ending punctuation Mandatory Final character in every utterance Quotes and codes must precede end punctuation Punctuation marks Statements end with a period or exclamation point . ! Questions end with ? wh , y/n, rising intonation Abandoned utterances end with > Interrupted utterances end with ^ Intonation prompts end with ~
Transcription Rules p. 2-3 Transcript Format Timing lines Mark beginning and ending time SALT uses timing lines to calculate elapsed time and speaking rate Begin timing lines with a hyphen Format time in elapsed time or clock time hours:minutes:seconds minutes:seconds :seconds Example: - 0:34 { initial time in minutes:seconds } . - 5:14 { final time in minutes:seconds }
Transcription Rules p. 2-3 Transcript Format Transcriber Comments Comment lines Begin line with an equal sign followed by the comment Comment within utterances Enclosed within braces Examples = child consistently refers to Doctor DeSoto as Doctor Doto C {child nods}.
Bound Morphemes Marked to give speaker credit for using specific morphology Allows for accurate calculation of mean length of utterance in morphemes (MLUm) C He/ s go/ing to the zoo. MLUm = 7 Allows for accurate count of number of different word roots look, look/ing, look/3s, look/ed
Transcription Rules p. 3 Plurals (/s) and Possessives (/z) /s for plural, e.g., dog/s Do not mark plurals if there s no singular form, e.g., news, tidings Do not mark irregular forms, e.g., mice, wolves, deer, geese /z for possessive, e.g., Mary/z car Do not mark possessive pronouns, e.g., mine, his, hers, its, ours, yours, theirs /s/z for plural possessive, e.g., baby/s/z names
Transcription Practice p. 2 PRACTICE #2 Plurals and Possessives 1) My aunt gave me two present/s for my birthday. 2) The man/z pants were torn. 3) The puppy/s/z food is over there. 4) The cookie/s are hers but the candy is mine. 5) My sister has the measles. 6) These knives are not yours. 7) The cat/s chase the mice.
Transcription Rules p. 3-4 Verb Inflections Present Progressive (/ing) /ING for present progressive, e.g., they are look/ing Do not mark gerunds, e.g., we enjoy watching the birds Present Progressive Gerunds End in ing End in ing Function as verbs Function as nouns Follow an auxiliary be verb Rarely follow the auxiliary be verb Are marked as bound morphemes Are not marked as bound morphemes
Transcription Practice p. 2 PRACTICE #3 Present Progressive & Gerunds 1) I went shopping. 2) I went to the shopping mall. 3) She was bleed/ing. 4) I am sing/ing. 5) He kept on sing/ing. 6) He is just a singing machine. 7) When were you go/ing to tell me? 8) I am bike/ing to school tomorrow. 9) I enjoy biking because biking is fun. 10) They are proud of doing so much to help.
Transcription Rules p. 4 Verb Inflections Regular Past Tense (/ed) /ED for regular past tense, e.g., look/ed, stop/ed, try/ed Do not mark irregular past tense verbs, e.g., were, saw, went, had, made Do not mark past participles, passive forms, and predicate adjectives, e.g., She was tired. The store was robbed. The grape/s became shriveled.
Transcription Practice p. 2 PRACTICE #4 Regular past tense (/ed) 1) I work/ed hard on my math assignment. 2) They left on vacation. 3) They seem/ed frustrated by the response. 4) The baby cry/ed. 5) He realize/ed that nobody care/ed what he was named. 6) The name/ed him Fluffy. 7) The produce/ed a great video about searching for gold. 8) The box, which is stacked in the corner, is filled with junk.
Transcription Rules p. 4 Verb Inflections 3rd Person Singular (/3s) /3S for 3rd person singular, e.g., she run/3s Do not mark irregular forms, e.g., has, was Do not mark if the sound of the root changes, e.g., do does
Transcription Rules p. 4 Verb Inflections Past Participle (/en) /EN for past participle, e.g., take/en, eat/en, prove/en Do not mark irregular forms, e.g., gotten, spoken, seen, been Do not mark forms if the sound of the root changes, e.g., write written Hint: regular form is present tense + EN as a separate syllable. /EN verbs always follow a HAVE verb.
Transcription Practice p. 3 PRACTICE #5 3rd person singular (/3s) & Past participle (/en) 1) He try/3s very hard on his homework. 2) They have take/en the easy way out. 3) The dog has been seen in the park. 4) His jacket belong/3s in the closet. 5) The cat chase/3s the mice. 6) What does that mean? 7) She has written me a letter. 8) They have give/en it away.
Transcription Rules p. 4 Contractions / T, /N T for negatives If the sound of the root does not change, mark the negative did did/n t can can/ t If the sound of the root changes, do not mark the negative do don t will won t Why? It is believed that when the sound of the root changes, children learn the negative form as a different word rather than a variation of the same word.
Transcription Rules p. 4 Contractions / LL for contracted will / M for contracted am / D for contracted would / RE for contracted are / S for contracted is / VE for contracted have Examples: they/ ll, I/ m, she/ d, we/ re, he/ s, we/ ve
Transcription Rules p. 4 Contractions /H S for contracted has /H D for contracted had /D S for contracted does /D D for contracted did / US for contracted us Examples: He/h s been sick. We/h d better go. What/d s he do for a living? Why/d d he leave? Let/ us go.
Transcription Practice p. 3 PRACTICE #6 Contractions 1) I should/n't have to work so hard. 2) The boy can/'t find the frog. 3) The boy cannot find the frog. 4) There were/n t any left. 5) We are/n t there yet. 6) That ain t right. 7) She won t let us know until tomorrow.
Transcription Practice p. 3 PRACTICE #6 Contractions 8) She did/n t know better. 9) They/ re over there. 10) But he/h d never left before. 11) I/ d rather not. 12) Who/ ll take the rabbit? 13) Let/ us study so we/ ll be ready. 14) Someone/h s been sleep/ing in my bed.
Why are some bound morphemes marked and other not? For a discussion see SALT blog posted 12/2018. https://saltsoftware.com/blog/why-do-we-mark- some-bound-morphemes-and-not-others/ This same discussion is included in the SALT Reference book at the end of Appendix M. This book is accessible from the SALT 20 Help menu.
Transcription Rules p. 5-6 Spelling Conventions Abbreviations: Do not use a period to abbreviate words, e.g., Wed, Sept Yes words: ok, aha, mhm, uhhuh, yeah, yep, yes No words: no, ahah, mhmh, uhuh, nah, nope Hyphenated words follow standard spelling conventions, e.g., mother-in-law, pick-me-up. Numbers and dates Transcribe as a single word, use written form or digits e.g., twenty-one, 21, May_1_2002, 5-1-2002 Clock time: Do not use colons when transcribing clock time because colons will be interpreted as pause times. Type out the words connected with an underscore, e.g., eight_thirty, five_oclock
Transcription Rules p. 5-6 Spelling Conventions Counting and spelled words use the underscore to connect the numbers or letters, e.g., 1_2_3_4_5, C_A_T Concatenatives are transcribed as single words betcha, coulda, gonna, gotta, hafta, liketa, lookit, musta, oughta, outta, shoulda, sposta, trynta, useta, wanna, whatcha, woulda Other shortened words e.g., cuz because OR cuz|because ya you OR ya|you Proper names and titles Joined together using the underscore, e.g., Mr_Smith Idiosyncratic forms Consistent, stable productions, not adult-like Begin with a percent sign, e.g., %vroom (recognized by listener as car )
Transcription Rules p. 5-6 Spelling Conventions Sound effects Essential to the meaning of the utterance: begin with a percent sign, link multiple sounds, e.g., %woof_woof, %vroom Not essential to the meaning of the utterance: enter as a comment Sounds with specific meanings hmm, huh, IDK, uhoh, shh or %shh, psst or %psst Other spellings ain t, a lot, atta, no one, oh, ooh, oops, oopsy
Transcription Rules p. 6 Parenthetical Remarks Word or clause added by speaker as explanation, comment, or request for help Enter within double parentheses Occurring within utterance Does not contribute to the meaning of the utterance e.g., C So Sam ((I think his name is Sam)) left the house. C Then the boy ((what/ s his name)) < > left the house. E <Sam>. Stand-alone utterance Does not contribute to the sample; exclude from most analyses e.g., C ((I skipped a page)). C ((Do I have to tell the whole story))?
Transcription Rules p. 6 Unintelligibility Listen three times X = one word unintelligible XX = partial utterance unintelligible XXX = entire utterance unintelligible $ Child, Examr E Where/'s the dog go/ing? C Go XX now. E Did you see the airplane? C X X up X. C XXX.
Transcription Rules p. 7 Mazes (filled pauses, repetitions, revisions) Filled pauses (AH, EH, ER, HM, UH, UM, [FP]) List of recognized filled pause words can be edited in SALT Use [FP] to code nonstandard filled pause words, e.g., like[FP], you_know[FP] Part-words Mark with an asterisk, e.g., b*, st* Stuttering in the middle of a word Separate the beginning and ending sections of the word with underscore characters, e.g., ele_ (ph*) _phant Repetitions or revisions/reformulations Maze the initial occurrences of a repetition or revision. Do not end an utterance with a repetition or revision unless abandoned or interrupted. Combine adjacent mazes
Transcription Practice p. 3-4 PRACTICE #7 Mazes (filled pauses, repetitions, revisions) 1) C (Um Fluffy/z) Fluffy/z parent/s were very happy. 2) C (He thought he could be um) he thought he could be a cloud. 3) C (Um) and (he poke he poke/ed hole i*) he poke/ed hole/s in his umbrella. 4) C Well mostly (I play um :04 tether*) I play tetherball now. 5) C (I d* I d*) I did/n t have the chance (w*) this year, in January, to go to a game. 6) C And (uh) Saint_Louis (kill/ed uh) got kill/ed by Chicago (uh uh) twelve to three.
Transcription Practice p. 3 PRACTICE #7 Mazes (filled pauses, repetitions, revisions) 7) C (Um) well (:02 there) there are (um) these two porcupine/s. 8) C We were go/ing to the st*> 9) C His hair was :03 stuff/ed (with s*) with marshmallow/s. 10) C And then she (ah) found out it/'s not really great (t*) to have (their) her own way. 11) C We went to the (b*) basket_ (b* b*) _ball game. 12) C And he (like[FP]) was (like[FP]) all happy to be (like[FP]) go/ing too.
Transcription Rules p. 7 Overlapping Speech and Interjections Linear transcription Preserve the target speaker s utterance Use < > to mark overlapping segments E What was the next thing <you did>? C <I did/n t> do anything else. Mark interrupted (^) utterances C The boy :02 <look/ed>^ E <What did> the boy do? Use empty < > to mark the location of another speaker s interjections/interruptions within the utterance. C The boy < > look/ed for the frog :02 <in the> pond. E <Uhhuh> . E <I see>.
Transcription Practice p. 4 PRACTICE #8 Overlapping Speech and Interjections C <And then> he heard a < > big splash. E <What hap*> > E <Mhm>. OR E <What hap*> > C <And then> he heard a < > big splash. E <Mhm>.
Transcription Rules p. 8 Pauses (unfilled) Mark significant pauses (2 seconds or longer) Pauses within utterances Format time in seconds, e.g., :03 or :3 Include pauses adjacent to mazes as part of the maze Example: C The movie :02 was (um :05) Batman. Pauses between utterances Format time in seconds or minutes:seconds Pause occurs between utterances of different speakers Begin pause line with a colon Pause occurs between utterances of same speakers Begin pause line with a semicolon (typically) Begin pause line with a colon if you want to force a turn change Examples: :04 ; :04 : 1:05
Transcription Practice p. 4 PRACTICE #9 Pauses (unfilled) E What is this? :04 C A truck. ;03 C A red :02 truck. OR : :04 OR ; :03
Transcription Rules p. 8-10 Omissions and Errors Omissions Omitted words begin with an asterisk C Daddy went *to the store. Omitted bound morphemes begin with an asterisk C Daddy went to two store/*s. Omitted contractions: words vs bound morphemes C She *is leave/ing now. OR C She/* s leave/ing now.
Transcription Rules p. 8-10 Omissions and Errors Errors Overgeneralizations = [EO] C Daddy goed|go[EO:went] to the store. Pronoun errors = [EP] C And so them[EP:they] left. Other word errors = [EW] C A[EW:an] owl scare/ed the boy. C The boy is a[EW] sleep/ing. Utterance level errors = [EU] Errors not associated with specific word C And he got stuck his head [EU]. Utterances with more than two omissions and/or word errors; to avoid over-correction C And the dog lick/*ed the boy to thankhim to[EW:for] be/*ing so nice. BECOMES C And the dog lickthe boy to thankhim to beso nice [EU].
Transcription Rules p. 8-10 Omissions and Errors When NOT to mark omissions and errors Don t hold speaker to grammatically perfect language Consider if appropriate for speaker s age and the sampling context Use the does it sting your ear test
Transcription Practice p. 5 PRACTICE #10 Omissions and Errors 1) C And he climb/*ed up that big wall to see the branch. 2) C "More the better to eat with you, my dear [EU]. 3) C And the dog almost *got stung by bee/s. OR *was almost stung 4) C And then my dad he went to the store. 5) C And then they went in this room where these Oompa_Loompa/s was[EW:were] work/ing in.
Transcription Practice p. 5 PRACTICE #10 Omissions and Errors 6) C It/'s most[EW:mostly] because I told on them. 7) C He just goed|go[EO:went] around and around and telled|tell[EO:told] the whole story to all the other kid/s. 8) C And then he hide[EW:hid] by a rock and went on the rock. 9) C He did/n t even know why her[EP:she] was named Sue. 10)C He did/n t even know why her XX named Sue.
Transcription Practice p. 5 PRACTICE #10 Omissions and Errors 11) C When he look at himself at the mirror he think he was fluffy [EU]. 12) C And when he was hold/ing *the umbrella, thorn/s go[EW:went] through it. 13) C There were lot/s of geeses|geese[EO:geese] there. 14) C And he *is go/ing tomorrow. OR he/* s 15) C And then him[EP:he] and I was[EW:were] friend/s.
Transcription Practice p. 6 PRACTICE #11 Putting it all together symbols & codes LETTER CONVENTION : or; K = Between-utterance pause line L = Maze: repetition, reformulation, filled pause, revision V = Parenthetical remark N = Intonation prompt P = Abandoned Utterance O = Bound morpheme C = Other error at the word level A = Links words together U = Timing line E = Header information line B = Speaker identification line S = Unintelligible word M = Omission; whole or part word ( ) (( )) ~ > / [EW:___] _ - + $ X *
Transcription Practice p. 6 PRACTICE #11 Putting it all together symbols & codes LETTER CONVENTION % X = Sound effect or idiosyncratic form R = Overgeneralization error H = Overlapping speech D = Interrupted utterance G = End of utterance punctuation Q = Root identification I = Comment line within text of transcript T = Unintelligible utterance F = Error at the utterance level W = Transcriber comment within utterance [EO:___] < > ^ . ! ? ^ > ~ | = XXX [EU] { } XX Z = Unintelligible segment [EP:___] X = Pronoun error [EW] Y = Extraneous word
