"Brilliant. Next Question. ..": High-Grade Assessment Sequences in the Completion of Interactional Units

Two kinds of natural

“…Studies of questionnaires and focus groups have highlighted the delicate ways in which the researcher generates countable findings or conventional social science objects such as attitudes (e.g. Antaki, et al, 2000;Puchta & Potter, in press). The distinction may be rather more complex than previously thought, but the points it is used to make are no less important.…”

Navigating joint projects with dialogue

“…People engaged in discussions often start and end their interactions using okay (Condon, 1986(Condon, , 2001. They also use okay to link large phases in a decision-making process (Condon, 1986(Condon, , 2001 or an institutional encounter (Antaki, Houtkoop-Steenstra, & Rapley, 2000;Merritt, 1984), or to mark completion of a longer turn at talk (Guthrie, 1997). And, as Hoyle (1994) has shown, boys playing the role of sportscasters describing a basketball game use okay to switch between levels of pretense-in moving from commentary to a pretend interview with a player, or the reverse.…”

Administering questionnaires to older people: Rigid adherence to protocol may deny and disacknowledge emotional expression

“…Interviewers have been shown to use reformulation and delivery of standard and neutral 13 14 questions in such a way as to pre-empt or minimise troubles in the interviewees" responses or 16 17 to encourage positive and optimistic responses, referred to as "high-grade assessments" 18 19 (Houtkoop-Steenstra & Antaki, 1997;Antaki, Houtkoop-Steenstra, & Rapley, 2000). grade assessments e.g.…”