Trying to Ethnographize Our Class...

I chose to analyze "lecture" as a speech event against the SPEAKING mnemonic as it tends to account for the majority of our class time.

(S)etting: A classroom in a community college; a formal academic setting.
(P)articipants: An instructor and twenty something students. The instructor is responsible for directing discussion and curricula and the students are responsible to provide the instructor a respectful, receptive environment.
(E)nds: Typically, the instructors intentions are to impart knowledge to the students. In our class specifically, the instructor's intent is not only to impart knowledge, but to help the students understand and analyze language use and its significance.
(A)cts: During the lecture, the instructor will introduce the topic of the day and the students at least appear to be listening intently (mostly).
(K)ey: The formal lecture, while inherently serious, is often broken up by light-hearted banter pertaining in one way or another to the topic at hand.
(I)ntstrumentalities: Unamplified speech
(N)orms of interaction: The students to remain quiet while the instructor in speaking until they are prompted to respond with their thoughts on a question or statement.
(G)enre: Lecture

The interaction between the students and the instructor is, I think, specific to the community college atmosphere when considering American higher education. The class size in a community college will typically be smaller than in a University, allowing for more free-flowing discussion (see "Key" above) as well as the development of closer interpersonal relationships. Sitting in a classroom with tiered seating and 200 other students, as in many university classes, tends to lead to a much more formal lecture setting that is driven principally by the instructor with little, if any, input from the students.