Argues that the study of discourse and the larger context of social interaction requires explicit reference to a broader organizational setting and aspects of cultural beliefs often ignored by students of discourse, conversational analysis, and paralinguistic and nonverbal activities. (FL)

Focuses on the way entities are introduced into discourse, how they are referred to again later, and what motivates speakers to choose particular anaphora to manage reference at a given point in a narrative. Compares anaphoric patterns in English and Mandarin narratives. (HB)

Compares interactional rules in the lessons of a teacher who taught in a culturally congruent way and one who did not. Concludes that control over topic of discussion was maintained only by the teacher who used culturally congruent interactional patterns, and that the lessons of the other teacher were frequently sidetracked because of conflicts…