38 To close down the discussion about the complex speech act of argumentation, with its conditions and effects

(on both the communicative and interactional levels), an example is given and analyzed by Van Eemeren and Grootendorst (1992b: 33).
SENTENCE LEVEL elementary speech acts 1. She is already 61 2. She panics easily 3. She has no money for a car argumentation She had better not take driving lessons standpoint

TEXTUAL complex LEVEL speech act Propositional content condition

Essential condition

Preparatory conditions

Sincerity conditions

COMMUINCATIVE EFFECT (UNDERSTANDINF) INTERACTIONAL EFFECT ( ACCEPTANCE)

(1)-(3) express a commitment to the acceptability of the proposition that: 1. she is 61, 2. she panics easily, 3. she has no money for a car. Performance of (1)-(3) counts as an attempt by the speaker S to convince the listener L of the acceptability of the standpoint that she had better not take driving lessons. 1. S believes that L does not accept the standpoint She had better not take driving lessons 2. S believes that L will accept the propositions expressed in (1)-(3), that is that (1) she is 61, (2) she panics easily, and (3) she has no money for a car. 3. S believes that L will accept the constellation (1)-(3) as a justification of the proposition She had better not take driving lessons. 1. S believes that the standpoint She had better not take driving lessons is acceptable. 2. S believes that the propositions expressed in (1)-(3) are acceptable. 3. S believes that the constellation (1)-(3) constitutes an acceptable justification of the proposition She had better not take driving lessons. L understands that (1)-(3) counts as argumentation for the standpoint She had better not take Driving lessons L accepts (1)-(3) as a justification of the
proposition She had better not take driving lessons