Students in inquiry science classrooms face an essential tension between sharing new ideas and critically evaluating those ideas. This tension poses affective risks that can discourage further discussion, such as the embarrassment of having an idea rejected. In this article, we analyze the discourse of three groups of undergraduate physics students in their first discussions of the semester, detailing how they navigate these tensions to create a safe space to collaboratively sensemake. We identify a discursive resource--epistemic distancing--that can protect students' affect while they share and critique ideas. We find the groups differ in how soon, how often, and how deeply they sensemake together. These differences can be explained, in part, by how they epistemically distance themselves from their claims. Implications for research include the importance of considering the coupled dynamics of students' epistemology and affect. Implications for instruction include novel ways of encouraging classroom discussion.