Abstract
The aim of this study was to clarify the characteristics of the classes that introduce "quotation" into discussions. To achieve this goal, the study analyzed the discourse of fourth graders in their Japanese-language classes, where they were required to read literary works. The results were as follows. First, introducing "quotation" produced "links" among the remarks of the children. More specifically, their remarks were "connected" to each other, creating a successive flow of remarks. Also, the children referred to each other's remarks, which clarified the points that were common to or different from each other. Second, not only were their remarks connected to each other but also mutual relationships were established among the children.
