Arguing: Exchanging Reasons Face to Face (Lea's - download pdf or read online

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Extra info for Arguing: Exchanging Reasons Face to Face (Lea's Communication Series)

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46%). 46%). The third and fourth items on the list are entirely consistent with the students’ negatively toned descriptions of argument. 21%). 14%). 13%). The first attributed goal is the same as for argument, but the second is expressed less forcefully and is more open-minded. The third item is not 26 N CHAPTER 2 seen as a primary goal for argument at all. Also, the third and fourth attributions for argument are not especially relevant to discussion in the descriptions of Benoit’s respondents.

The contrast between naïve actors’ views of argument and discussion is highlighted further by the students’ answers to one of Benoit’s followup questions. She asked them to say what they thought were their partner’s goals in the episode. 65%). 49%). 46%). 46%). The third and fourth items on the list are entirely consistent with the students’ negatively toned descriptions of argument. 21%). 14%). 13%). The first attributed goal is the same as for argument, but the second is expressed less forcefully and is more open-minded.

Of course, the interlocutor may simply agree or disagree without giving reasons. In other words, he or she can participate in an argument2 without producing an argument1. One very likely candidate for the primary goal in an argumentative episode is the instrumental one, and it may be met by either of the countervailing goals, acceptance and resistance. It turns out to be a mistake, however, simply to assume that the instrumental goal is always most important. Dillard, Segrin, and Harden (1989) studied the various goals that come into play during interpersonal persuasion attempts.

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