Conceding in disagreements during small group interactions in academic writing class

Abstract

Using conversation analysis as a methodological and analytical framework, this study presents a sequential analysis of disagreement episodes in small group interactions in an advanced academic writing class. Closer scrutiny of the sequences reveals that in order to bring disagreements to a close, participants make use of an array of interactional resources to defend and establish their positions as well as to challenge other members’ stances. From a collection of 48 disagreement episodes, I identify five different disagreement exit patterns and explain one of them – conceding – in detail. Analysis of pre-conceding activities in the disagreement episodes shows that participants deploy three major practices before they close the sequence: making an understanding claim, building a peer alliance and proposing an alternative position. They take cautious steps when they give in to the opponent’s stance. The findings expand our understanding of the intricate manoeuvres involved in group work tasks in a writing class.

Keywords:

• conversation analysis
• disagreement
• conceding
• group work
• academic writing
• peer alliance

Acknowledgements

An earlier version of this paper was presented at AAAL 2011 in Chicago. I would like to thank Gabriele Kasper, Christina Higgins and two anonymous reviewers of Classroom Discourse for their comments on earlier versions of this paper. I am also grateful to Amy Goodman-Bide in helping me make the paper read better. Remaining errors, if any, are mine.