Ethnographic classroom research shows culturally different children follow non-congruent patterns in arguments with their peers. Protests by two first grade boys from different cultures are examined, and some ways in which their protesting styles differ are indicated. A Black American child pursues final protests using successively more aggravated protest strategies; a Vietnamese child mitigates protests but prevails in arguments by reasoning and taunting. Though the arguing systems contrast, they are complementary, and the children's arguments satisfy culturally different expectations. Shift in turn-taking patterns and in choice of aggravated or mitigated forms, during the school year, shows convergence toward shared patterns. (Author/AMH)