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Advice-giving is not only a crucial pedagogic activity in student supervision but also responsive conduct to students' expressions of trouble in talk in-interaction. However, we know little about how advice-giving arrives in such sequences. This study uses conversation analysis to examine supervisory advice-giving in responding turns after students express their trouble. It is demonstrated that students' reports of trouble make supervisors' advice-giving normatively relevant. But there may be additional work before the arrival of advice: (1) rephrasing students' formulations of trouble, (2) using follow-up exploratory questions, and (3) sharing parallel experiences. They are considered to be moves that achieve epistemic symmetries on the advisable issues so the chance of advice resistance is minimized. When delivering the advice proper, two practices are discovered: the construction of It is not X but Y is aimed to mitigate the critical element; the just -formulation reflects supervisors' orientation to the workability of the trouble. Overall, this set of findings provides that the elimination of epistemic asymmetry is key in the enactment of advice acceptance. The study draws on 67 episodes of responsive advice-giving sequences, found in 12 hours of video recordings of authentic supervision meetings in a UK institution. [ABSTRACT FROM AUTHOR]

Previous literature on advice-resistance in medicine and welfare has tended to focus on patients' or callers' inexplicit resistance (minimal responses, silence and so on). But clients also raise explicit objections, which put up a firmer barrier against the advisor's efforts. In a novel look at resistance, we show that one important distinction among objections is their epistemic domain: whether the client's objection is in their own world (e.g. experiencing pain), or in the world of the practitioner (e.g. difficulties in making appointments). We show that the practitioner may try to manoeuvre the objection onto grounds where their own expertise will win the day, in five ways: conceding the objection's validity as a preface to moving on; proposing a 'work-around' that effectively repeats the original advice; selecting an aspect of it that could be remediated; correcting the client's understanding of the challenges of the advice; and stressing the urgency of the original course of action. We discuss the distinction between objections to solicited and unsolicited advice, and the role of objections in revealing, and affirming, a service-user's personal life-world contingencies. [ABSTRACT FROM AUTHOR]

This study, by means of conversation analysis, comprehensively illuminates the advisee's acceptance of advice in Chinese phone-in counseling for family problems from the perspective of Epistemics, and reveals advisee's type of management of the epistemic status relationship as well as the epistemic stances during executing the management. The study finds that the advisee tacitly approved of the asymmetric relationship of epistemic status between an adviser and himself/herself when accepting advice; that this type of relationship management can be executed through four kinds of epistemic stances; that these stances actually reflect the advisee's positioning of asymmetric relationship of knowledge distribution of both parties. This study investigates the acceptance of advice from the perspective of Epistemics, which can extend the theoretical perspective of the researches on responses to advice and give new illumination of the advisory interaction. [ABSTRACT FROM AUTHOR]

Although advice is routinely offered in ordinary conversation, commentators and analysts have treated it as a special or delicate type of action, noticing a number of challenges associated with both providing and receiving it. In this article, I first describe the most basic social-sequential context for giving advice and explicate how the formulations speakers use to offer advice are adapted to the distinct epistemic configurations (and other characteristics) that characterize that context. Drawing on Jefferson and Lee's (1992) observations regarding 'troubles tellings', I argue that speakers typically offer advice when a co-participant reports an insoluble trouble or problem to one who (may or claims to) possess special knowledge about the domain of trouble. I show how this epistemic configuration constitutes a 'home environment' for advice-giving (i.e. a place where advice may be relevantly offered) and discuss how speakers vary the design of their advice (e.g. using different grammatical forms) to adapt to the sequential environments that entail different epistemic configurations. Finally, I consider how alternative, contrasting responses to advice manage (e.g. by ratifying or challenging) the epistemic framework set in motion by advice-giving. [ABSTRACT FROM AUTHOR]

Interactional functions of story-opening in everyday conversations across different languages have been widely examined in Conversation Analysis (CA). However, there is a paucity in research on story-openings in institutional talk. This paper addresses this research gap by examining how story-opening contributes to advice-giving in doctoral research supervision. It draws on a data corpus of 57 storytelling sequences produced by six supervisors during 25 hours of video-recorded supervision meetings at an Australian university. The analysis shows that story-opening supports the on-going advice-giving activity in two ways. First, it invokes the supervisor's knowledge and experience, which functions to strengthen the advice under way. Second, it works toward building a joint understanding with the student, thereby serving the supervisor's pursuit of the student's acceptance of advice. These findings have significant implications for research on storytelling in institutional interaction, advice and supervision practices. [ABSTRACT FROM AUTHOR]

Previous conversation analytic studies of institutional interaction included analyses of empathy in interaction. These studies revealed that professionals may use empathy displays not only to validate the client’s worry, but also to perform actions oriented to other institutional goals and tasks such as closing off a troubles-telling sequence. In this article, we present an analysis of empathically designed responses in Dutch telephone counseling. The data consist of 36 calls from the Alcohol and Drugs Info Line. In some of the calls, clients’ troubles-telling includes ‘emotion discourse’, that is, descriptions of their feelings/emotions. Counselors may respond to these descriptions using conventional empathy displays like ‘I can imagine that’ and ‘I understand that’ in a range of verbal and prosodic variations. The analysis reveals that these responses open up advice sequences that vary in the extent to which they treat the client’s articulated feelings as valid. Most are affiliating, treating the client’s feelings as the basis for advice, while some are less affiliative, putting the client’s feelings into perspective or implicitly questioning their legitimacy. Hence, empathically designed responses are pivots to advice-giving. [ABSTRACT FROM AUTHOR]

Work on advice has concentrated on institutional settings where there are restrictions on roles, actions and their organisation. This article focuses on advice giving in mundane settings: interactions between mothers and their young-adult daughters in a corpus of 51 telephone calls. Analysis reveals a range of designs that can be ‘advice implicative’ including advice-implicative interrogatives and advice-implicative assessments. Recipients orient to the characteristic features these implicit forms share with more explicit advice: normative pressure on the recipient’s conduct and epistemic asymmetry between advisor and advisee. Advice-implicative actions orient to contingencies on the recipient’s ability or willingness to perform the target action. They also display varying degrees of entitlement over the recipient’s performance of the target action. Manipulating contingency and entitlement can soften or heighten both the normative thrust and the knowledge asymmetry of the advice giving. This analysis further discusses the distinction between the practices of advising, directing and requesting, and allows consideration of how action design connects to relationality between parties. [ABSTRACT FROM PUBLISHER]

In everyday interaction, people recurrently animate, enact, or report on talk or thought (Clift and Holt, 2007). In this article, enactments of hypothetical, non-narrative talk in advice-relevant sequences are examined, with a focus on their role in modeling desirable stance or conduct. Data consist of interactions in institutional settings, such as performance appraisal interviews, university teaching, and talk show counseling. It is demonstrated how enactments of possible talk are used as devices for hands-on demonstrations of proper or improper conduct in sequences involving orientations to some kind of problematic behavior or stance, which in turn works to make assessments about different types of conduct. The accomplishment of contrasts between desired and undesired conduct is central, and contributes to the assessment of particular behaviors or stances. Different delivery formats of enactments are examined and compared to the action accomplished. It is argued that modeling talk enactments (MTEs) constitute resources for doing implicit criticism and ‘positive socialization’ in interaction, and that through enactments, participants may perform both explicit and implicit moral work. [ABSTRACT FROM PUBLISHER]

This article considers the advice found on six internet sites written for people who are considering coming out. The article uses Edwards' (1994, 1995, 1997) script formulation theory to examine how the grammatical choices by the writers formulate the dispositions of the main actors in the texts: the advice seeker, LGB individuals, and the people to whom they come out. The writers' formulations are shaped by a view of coming out as the act of a reasonable, emotionally healthy, moral and loving lesbian, gay or bisexual (LGB) individual. It is argued that one of the purposes of these texts is to normalize coming out as a routine event and as a rational course of action for an LGB individual. Furthermore, the use of script formulation is seen to be characteristic of written texts and a strategy by which advice writers can legitimize themselves as qualified to give advice. [ABSTRACT FROM AUTHOR]