Lesson 5 – Assessing sources  

A transcript is a written record of content that was previously spoken, and/or visual and/or auditory. For example, the text ‘Sources’ is from an episode on the television show Behind the News by the ABC Education Network.

However, in this lesson you are engaging with the written record of what was said, heard and in some instances seen. A transcript is similar to a play script or movie script. However, they are not exactly the same.

Of particular significance for your study of the transcript in this lesson are the following features. The examples provided for each feature are from the transcript you will annotate in Resource 3, activity 3.

Features and examples:

1. Scene – this provides details about where the scene takes place. This includes the place and sometimes the time of day. The purpose is to establish an image and ‘set the scene’ in the readers’ mind. 

   •  For example - ‘Scene is a 1950’s style American diner.’

2. Action – the description of what is happening. This is usually brief and is always written in the active voice (present time). This includes information about entry and exit and the movement of characters, but only that which is necessary to follow what is said next.

   • For example: ‘A YOUNG FEMALE REPORTER sits at a booth writing on an old fashioned typewriter, as a MAN slips into her booth and sits down.’

3. Character names – before each character speaks, their name is inserted with a colon : and this is usually in caps-lock.

   • For example: A character name might be the actual name of the character (BETTY) or a description (CHEF 1) and this depends on what the writer wants us to associate with the character. 

4. Dialogue – the exact wording of what the character says. This is usually the bulk of a transcript.

   • For example:

MAN: I need to know about your source.

REPORTER: Hm?

MAN: Shh. Your source. I need to know where I can find your source.

REPORTER: Hm? 

MAN: Shh. Your source. I need to know where I can find your source. 

REPORTER: Oh, ketchup? Chili?

5. Sound effects – this refers to information included about any background noise that was in the scene. It is required in the transcript because it adds to the atmosphere. These effects might also create transitions between scenes. 

   • For example: [SPOOKY MUSIC PLAYING]

6. Credits – this refers to the information at either the beginning (title credits) or end (end credits) of a transcript which provides information about who was involved in the production of the text.

   •  For example:

[END CREDITS]

Directed and produced by Sarah Larsen

Written by Sarah Larsen and Amelia Moseley

Executive Producers: Annabel Astbury and Ben D’arcy

Presented by Amelia Moseley

Why annotate? 

Annotating a text helps ensure that you understand a text and its meaning. 

This occurs because you deliberately interact with a text following a series of steps and these enhance your understanding of, recall of, and engagement with the text. In English we often refer to this as ‘close reading’, as this means you are examining a text at word, sentence, paragraph/stanza and whole text level. 

Annotating (marking, highlighting and making notes) on a text is like having a conversation with that text. It means you are adding notes, which provide a commentary or explanation of the text and observations you are making as you uncover the layers of meaning.

You can annotate any text that can be read.  

How do you annotate?

The process usually involves highlighting or underlining key pieces of text and making notes in the margins of the text. 

Required materials 

• Using a document? Type text in comments and use the highlighter function (sparingly) 

• Printed text? Use a pencil, sticky notes and a highlighter (use it sparingly). 

Steps to follow  

1. Scan the text – identify the features of a transcript and label at least one example of each per page. 

2. Skim read the text. What do you think it will be about? Examine the title and the opening section. What does this tell you about the focus of the text, the topic or part of the story? 

3. Read the text closely and highlight any key information about sources. Focus on information that links to ethical research and or writing with authority.  

Additional step 

4. Extend your learning by making note of the unfamiliar. That is, mark passages that you find confusing with question marks. Identify unfamiliar terms and create word webs for each. 

This process will assist your vocabulary development as well as your comprehension of the text.