Asset Details
Do you wish to reserve the book?
Incomplete utterances as critical assessments
Hey, we have placed the reservation for you!
By the way, why not check out events that you can attend while you pick your title.
Oops! Something went wrong.
Looks like we were not able to place the reservation. Kindly try again later.
Are you sure you want to remove the book from the shelf?
Incomplete utterances as critical assessments
Do you wish to request the book?
Incomplete utterances as critical assessments
Please be aware that the book you have requested cannot be checked out. If you would like to checkout this book, you can reserve another copy
We have requested the book for you!
Your request is successful and it will be processed during the Library working hours. Please check the status of your request in My Requests.
Oops! Something went wrong.
Looks like we were not able to place your request. Kindly try again later.
Journal Article
Incomplete utterances as critical assessments
2020
Overview
Using video recordings of draft meetings conducted as part of an intramural basketball program as data, this conversation analytic study examines the use of an incomplete utterance in a joint evaluative activity. In particular, we focus on how the participants, volunteer coaches, who meet to draft players for their respective teams, produce a syntactically incomplete utterance as a means to critically assess a player, a non-present third party to the interaction. Analysis reveals that the participants use an incomplete utterance as part of dispreferred design; it allows them to withhold articulating overt criticism of others. By trailing off where the criticism is due, the participants display reluctance to verbalize what is to be said and treat its articulation as delicate. The syntactic structure of the utterance that includes a contrastive conjunction (‘but’) and accompanying embodied actions such as head shakes help them convey a critical stance. We examine the use of incomplete utterances in both agreement and disagreement sequences; the recipients display their unproblematic understanding of the critical assessment and respond by providing their own assessments that either affiliate or disaffiliate with the conveyed critical stance.
