Anthropology 33 – Fall 2010

Midterm Review Sheet

1. Bring several pens to the midterm, as pencils aren’t allowed. You will not need a blue
book.
2. You will have 75 minutes for the test, but it will be designed to take a medium-speed
person less time than that.
3. The format of the test may include the following types of questions: matching, fill-in-the-
blank, definitions, short essay(s). No multiple choice.

Terms and concepts to know for the exam

For each of these terms or concepts you should be able to: 1) give a definition and 2)
give at least one example and/or 3) know its context and significance. It’s also good if
you know what other terms and concepts it is related to. You also should know the
authors of each article and what research they are associated with; however, you will
not be responsible for knowing the names of other scholars mentioned in articles.

Acceptable examples for the midterm (and final) can come from: the lectures, the
readings, the media breaks during class, and the articles and media clips that have been
put on the website. Although this class encourages you to apply theories to the world
around you, “real life” examples cannot be used on exams.

adjacency pair dude: two stances indexed; relationship to

alignment discourses of American masculinity;
asymmetries of power shown in greetings interactional functions
and directives elementary school girls in Southern
boundaries, hierarchies, variation, California and expressions of
performance, assessment – examples of domination and exclusion
each ESL classes in Sor Juana High School;
chongololos: origin of name; characteristics relationship to phenotype, citizenship,
of speech and social status linguistic proficiency and standardized
clowning testing; tracking and other ramifications
code-switching formal and informal pronouns; history of
“on the spot, “in the head”, and “out of their development and changed usages;
the mouth” factors current (=1950s) uses in European
community of practice languages; reflections of status and
compliments and problems that they cause solidarity; examples of symmetrical and
conduit metaphor asymmetrical uses of T and V
conversation analysis frame for interpretation
“crossing” gap and overlap
descriptive analysis vs. prescriptive rules greetings: criteria for identification; types of
dialect chain Samoan greetings and their significance
discourses of American masculinity “Hello, Kitwe”; “Ofata yu”
“grossly apparent facts” about conversation
imagined community
in-group term/out-group term semiotic resources
indexicality: direct/indirect; indexicals on sentence vs. utterance
different levels of linguistic structure sequences of conversations
intercultural communication slang and its social meaning
intersubjectivity social network
Jakobson’s model of multifunctionality of -density and plexity
language -relationship between placement within
Korean American vs. African American social network and speech (core,
expressions of politeness, respect, and periphery, weak links, etc.)
solidarity sociocultural/sociodemographic variables
lames and their linguistic performance solidarity
language attitudes towards Spanish and social groups at Sor Juana High School (e.g.,
English in Sor Juana High School Fresas, Piporro/as) and correlation to
language ideology place of origin and language choice
language vs. dialect SPEAKING
linguistic anthropologists as socially located speech community (and difficulties in
people and not neutral instruments of defining)
recording stance
linguistic inferiority principle syntax
macro-social/micro-social/individual transition-relevant point
markers of in-group vs. out-group status turn-allocation component
media discourse: production, consumption, turn-constructional component
and reproduction turn-taking system
mock Ebonics: strategies; examples; verbal aggression among girls and boys
ideologies motivating; reasons why vowel fronting – of back rounded vowels
produced; relationship to mock Spanish (and who does and doesn’t do it)
mock Spanish: relationship to white public white public space
space; stances indexed through its use
morphology
mutual monitoring; conversations as
cooperative, co-created events
non-standard vs. “incorrect”
Norteña and Sureña identity construction via
language, clothes, makeup, music, etc.
parody and mockery
participant observation
phonetics
phonology
pitch and intonation
pre-closings
“proper grammar”/“proper English”
“public words” and social circulation of
media discourse
raised, tense /I/ and its indexicalities;
Norteña, Sureña and individual usage;
who is “allowed” to sound Latina
referential language vs. other ways of
speaking
repair (self-initiated, other-initiated, repair
initiators and their potential ambiguity)
semantics