Building a Winning Team: The Development of Arguments in Criminal Cases

When ‘making a case’ in court, the defense lawyer engages different arguments in a situated performance. At the same time, these arguments have developed over time in front of different audiences. In this paper I will follow the construction of arguments in an actual criminal case from preparation to the trial by focusing on the developments and refinements of the arguments that inform and shape the case

Einfluss nehmen. Zum rhetorischen Handeln von Kindern

Im Folgenden möchte [die Autorin] das Rhetorikverständnis erläutern, mit dem [sie] in diesem Aufsatz umgeht. Darauf aufbauend wird erläutert, was unter rhetorischem Handeln von Kindern oder „Protorhetorik“ verstanden werden kann und dies am Beispiel des Argumentierens und der Entwicklung argumentativer Kompetenz im Kindes- und Jugendalter dargestellt. Abschließend möchte [die Autorin] die Frage erörtern, ob aus diesen Ausführungen Handlungsaufforderungen resultieren und welche das sein können. Grundlage für diesen Aufsatz ist keine eigene empirische Forschung, sondern eine Integration von sprach- und sprechwissenschaftlichen Studien mit rhetorischer Theoriebildung. (DIPF/Orig.

Temporalidades y materialidades. Introducción al volumen temático sobre tiempo y discurso

Einleitend zu dem Themenband Zeit und Diskurs stellt dieser Aufsatz in Kürze dar, wie die Problematisierung von Zeit eher zu einem Verständnis von Zeit als einer Vielfalt koexistierender Temporalitäten denn als gleichmäßig-kontinuierlichem Strom führt. Um diese Vielfalt zu fassen, wird die Metapher des Rhythmus genutzt. Des Weiteren zeigt der Aufsatz, wie sich die Beiträge zum Themenband durch ihren Fokus auf Zeiten auf ganz ähnlichem methodischen Boden treffen, ihren unterschiedlichen Gegenständen und disziplinären Hintergründen zum Trotz. Die methodischen Ansätze, in denen sie sich treffen, umfassen Ethnographie, Science-and-Technology-Studies und Laborstudien. URN: urn:nbn:de:0114-fqs0701299Introducing the thematic issue on time and discourse, this paper briefly shows how the problematization of time leads to an understanding of time as a multiplicity of coexisting temporalities rather than a continuous, even stream and suggests "rhythm" as one metaphor to grasp this multiplicity. Further on, the paper shows how by understanding time in discourse in the sense of times, the contributions to this issue, although coming from quite diverse disciplinary backgrounds, meet in methodologies that combine ethnography, science and technology studies, and laboratory studies. URN: urn:nbn:de:0114-fqs0701299Al presentar este volumen temático sobre tiempo y discurso, este artículo muestra brevemente como la problematización del tiempo conduce a la comprensión del mismo como una multiplicidad de temporalidades coexistentes en lugar de ser solo uno continuo, e incluso constante, y sugiere al "ritmo" como una metáfora para comprender esta multiplicidad. Además, el artículo muestra como al entender al tiempo en discurso en el sentido de tiempos, las contribuciones a este volumen, aunque provienen de diversos escenarios disciplinares, confluyen en metodologías que combinan etnografía, estudios de ciencia y tecnología y estudios de laboratorio. URN: urn:nbn:de:0114-fqs070129

Temporalitäten und Materialitäten. Einleitung zum Themenband Zeit und Diskurs

Einleitend zu dem Themenband Zeit und Diskurs stellt dieser Aufsatz in Kürze dar, wie die Problematisierung von Zeit eher zu einem Verständnis von Zeit als einer Vielfalt koexistierender Temporalitäten denn als gleichmäßig-kontinuierlichem Strom führt. Um diese Vielfalt zu fassen, wird die Metapher des Rhythmus genutzt. Des Weiteren zeigt der Aufsatz, wie sich die Beiträge zum Themenband durch ihren Fokus auf Zeiten auf ganz ähnlichem methodischen Boden treffen, ihren unterschiedlichen Gegenständen und disziplinären Hintergründen zum Trotz. Die methodischen Ansätze, in denen sie sich treffen, umfassen Ethnographie, Science-and-Technology-Studies und Laborstudien.Introducing the thematic issue on time and discourse, this paper briefly shows how the problematization of time leads to an understanding of time as a multiplicity of coexisting temporalities rather than a continuous, even stream and suggests "rhythm" as one metaphor to grasp this multiplicity. Further on, the paper shows how by understanding time in discourse in the sense of times, the contributions to this issue, although coming from quite diverse disciplinary backgrounds, meet in methodologies that combine ethnography, science and technology studies, and laboratory studies.Al presentar este volumen temático sobre tiempo y discurso, este artículo muestra brevemente como la problematización del tiempo conduce a la comprensión del mismo como una multiplicidad de temporalidades coexistentes en lugar de ser solo uno continuo, e incluso constante, y sugiere al "ritmo" como una metáfora para comprender esta multiplicidad. Además, el artículo muestra como al entender al tiempo en discurso en el sentido de tiempos, las contribuciones a este volumen, aunque provienen de diversos escenarios disciplinares, confluyen en metodologías que combinan etnografía, estudios de ciencia y tecnología y estudios de laboratorio

Wie Vorschulkinder Geltung etablieren

 How preschoolers establish validityEmploying natural data from child-child communication among preschoolers, we study argumentative exchanges which function to establish validity and knowledge rather than aim at resolving disputes. Based on earlier findings, we assume that preschoolers employ the practice of giving reasons argumentation often collaboratively and cooperatively in order to establish validity. Our data consists of two longitudinal corpora of child-child communication in institutional settings kindergarten as well as in private situations. Methodologically we draw on qualitative approaches, namely conversation analysis, argumentation analysis and ethnomethodology, thereby combining linguistic and rhetorical approaches. How preschoolers establish validityEmploying natural data from child-child communication among preschoolers, we study argumentative exchanges which function to establish validity and knowledge rather than aim at resolving disputes. Based on earlier findings, we assume that preschoolers employ the practice of giving reasons argumentation often collaboratively and cooperatively in order to establish validity. Our data consists of two longitudinal corpora of child-child communication in institutional settings kindergarten as well as in private situations. Methodologically we draw on qualitative approaches, namely conversation analysis, argumentation analysis and ethnomethodology, thereby combining linguistic and rhetorical approaches

Frozen: Children in Argumentation Between the Agonistic and Cooperation

In this study, we consider the ways different degrees of dissent are established in interaction, especially in interactions among children. One important aspect in the development of the ability to argue is the framing of interactions as rather cooperative or agonistic. Different framings seem to allow for different forms of argumentative activity. The focus in this paper is on the mediation of degrees of dissensus in argumentation in child-child communication. It is established, we argue, through verbal as well as non-verbal means, and the agonistic and cooperativity can be indicators for the space argumentation has in child-child interaction.Dans notre étude, nous nous intéressons à la manière dont les différents degrés de désaccord s’établissent dans l’interaction, en particulier, dans l’interaction entre enfants. Un aspect important dans le développement de l’habilité d’argumenter est la description des interactions comme étant coopératives ou compétitives; des descriptions différentes semblent permettre différentes formes d’activité argumentative. Dans cet article, l’accent est mis sur la médiation des degrés de désaccord en argumentation dans la communication enfant-enfant. Nous affirmons que cela est établi par des moyens verbaux ou non verbaux et que la coopération et la compétition peuvent être des indicateurs de l'espace argumentative dans l'interaction enfant-enfant

Criminal defence and procedure: comparative ethnographies in the United Kingdom, Germany, and the United States

Procedure is not just a programme or a nexus of formalities. It is something done by legal experts and lay participants in a highly concerted ensemble. Procedure frames and advances all law-relevant activities. This book, written by three authors from different disciplinary backgrounds, provides an in-depth comparison of criminal defence work in different legal cultures. Via an ethnographic comparison, this book also shows how defence work responds to the challenges of different procedural regimes and how it contributes to their individual outcomes. Criminal Defence and Procedure opens up new horizons for legal comparison, inviting novel understandings of procedural law as well as possibilities of legal reform

Listening vs. reading : Schoolchildren’s comprehension of literary texts

This paper investigates the effect of the mode of reception (listening vs. reading) on the comprehension of literary texts of different degrees of linguistic complexity in German, testing schoolchildren in Grade 8. To this end, two texts were used: the grammatically and lexically comparatively more complex novella Das Erdbeben in Chili by Heinrich von Kleist, and the comparatively less complex novella Kleider machen Leute by Gottfried Keller. Thus, in contrast to previous studies on schoolchildren’s reading and listen- ing comprehension, which often use very short texts composed specifically for the purpose of the study, a major aim of the current study is to test authentic literary material, which German students are regularly confronted with at school. Students read or listened to excerpts of these novellas and subsequently filled in a questionnaire containing questions on the correct comprehension of the respective texts, thereby addressing both local and global aspects of comprehension. The results are twofold: First, listening comprehension is better than reading comprehension, regardless of the com- plexity of the text (i.e. for both the Kleist and the Keller text). Second, the first effect is even stronger for global text comprehension than for compre- hension of local details.publishe