This paper uses the remote interactions of professional examiners working for a UK-based awarding body as a vehicle for discussing the benefits of the use of different methods for analysing such discourse. Communication is an area of interest for sociocultural theory because it can potentiate cognitive shifts in participants and affords learning. In the professional examiner context the feedback given to examiners by more senior colleagues on their performance is a mechanism through which the examiners ensure that their work articulates [Schmidt 2011. "Taking CSCW Seriously: Supporting Articulation Work." In "Cooperative Work and Coordinative Practices," 45-72. "Computer Supported Cooperative Work." London: Springer]. Moreover, this communication has a learning function that helps examiners to become members of the professional community. The study captures feedback interaction data from 21 examiners. Once the study context is outlined, the paper briefly discusses three different approaches that have been widely used to analyse communication data. The paper then goes on to propose, using case study analyses of some of the study data, how these methods can be used to augment each other as part of a general sociocultural discourse analysis framework to construct a broad picture of communication.