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

By Charles Antaki, H. Houtkoop-Steenstra, M. Rapley. 2000

145 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/1b15c8803ad508c4f5c3fc8b6c5adf7e1b785907

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Lorenza Mondada

In Language and Linguistics

1. Lorenza Mondada
2. Arnulf Deppermann

Citations in the corpus

• The Embodied and Negotiated Production of Assessments in Instructed Actions (2009, background): “The sequential organization of assessments has been previously described in the literature in two sequential environments described here: At the end of extended sequences, they work as closing-implicative resources ( Goodwin & Goodwin, 1987 ; Antaki, Houtkoop-Streenstra, & Rapley, 2000 , p.”
• Talking Back: "Small" Interactional Response Tokens in Everyday Conversation (2003, background): “Likewise, Antaki, Houtkoop-Steenstra, and Rapley (2000) and Antaki (2002) examined " high-grade assessments " (emphatic versions of some of the tokens examined in this article) that again throw light on the recipient's responsive move.”