In this chapter, the focus of attention moves from the contexts described in chapter 3 to the verbal, nonverbal, and interactional resources that participants employ in discursive practices. These resources are discussed within the frame of participation status and participation framework proposed by Goffman. Verbal resources employed by participants in interaction are analyzed within Systemic Functional Grammar (SFG) because SFG, as developed originally by Halliday, is the only analytical system that makes explicit connections between language form and context. The way that systemic functional analysis applies in the analysis of practice is exemplified in an analysis of an interaction between a high school teacher and his class. A systemic functional analysis reveals the relationship between language form and language function, but a different approach is needed to show how participants create social meanings and identities in interaction. Conversation Analysis (CA) is the approach used to describe how participants use interactional resources in a practice and an example is provided of a CA analysis of the same classroom interaction that was analyzed systemically earlier in the chapter. Finally, Charles Goodwin's extension of CA methodology to the explication of nonverbal resources is applied to the same classroom interaction. (Contains 6 figures, 2 tables, and 11 notes.)