Topic development

It is very much the case that within the confines of the task, the two girls develop their ideas independently. An instance of this occurs at lines 35-44; both speakers make identical separate and consecutive points about the importance of a teacher being able to keep order in the classroom:

35. G9: (3) it's either that or is able to maintain discipline and

36. G9: order (2) cos without that (.) if a teacher's really soft

37. G9: (.) you don't get anything done (1.5) unless he's got

38. G9: discipline and order (.) cos everybody just mucks about in

39. G9: their class and you never get anything done=

G10: =uhuh I think

40. G10: it'd be (1) erhm (1.5) to keep the (.) discipline and

41. G10: order and then to (.) keep up to date in his or her

42. G9: uhuh

G10: subject (.) because I mean if you don't keep discipline

43. G10: then nobody pays attention (.) just all messing around (.)

44. G9: (1.5) right

G10: it's a waste of time if you ask me

The two speakers keep their ideas quite distinct. Even when they agree on a quality they would like in a teacher, and agree on the same grounds, they make the point separately, as if they were contrasting points. Both girls do acknowledge the other's points here with explicit agreement, and G9 gives G10 back channel support. However, there is none of the joint turn construction which has appeared between girls in Groups I and IV.

The discussion is not co-operative in this respect, and both girls actively participate in maintaining the "separateness" of their contributions.

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