Terms and Concepts To Know For The Exam: Anthropology 33 Fall 2010 Final Review Sheet

Anthropology 33 Fall 2010
Final Review Sheet
1. Bring several pens to the final, as pencils aren’t allowed. You will not need a blue book.
2. You will have 3 hours for the test, but it will be only slightly longer than the midterm.
3. The format of the test may include the following types of questions: fill-in-the-blank,
definitions, matching, short essay(s), longer essay(s). In other words, it will probably be
similar to the midterm except with more and longer essays.
Terms and concepts to know for the exam

For each of these terms or concepts you should be able to: 1) give a definition or detailed
description and 2) give at least one example or present its context and significance and 3) when
presented with a definition and/or example, be able to fill in a blank with the term that is being
defined. 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.
Don’t forget that while the focus will be on the second half of the class, the final is cumulative. In
particular, be aware of the ways that the material from the first half relates to material covered
after the midterm, e.g., understanding performance and heteroglossia (on this review sheet)
requires an understanding of indexicality (on the midterm review sheet).
affective associations with minority and  grammar and erasure

majority language varieties  marked and unmarked
audience design; referee design; social (morphology)
meanings of convergence and  naming practices
divergence  nerd girls
AAVE phonology and syntax  pejoration and amelioration
code-switching and its social meaning  pitch and biology/identity
cognitively complex speaker; author, construction
animator, principal, figure
 sex vs. gender
erasure
hegemonic; counter-hegemonic
essentialist vs. constructivist
hegemony of masculinity; of dominant
“Father knows best” dynamic
languages
functional domain
hemispheric localism
gender; also:
 expanding Norte and Sur alignments
 animal terms
 Norteño and Sureño language
 beliefs and ideologies encoded in
choices and competencies
linguistic structure
 race and phenotype; European vs.
 community of practice as better than
Indian/Mestizo identities and
speech community for study of
prestige levels
gender
 the Salvadoreans and hidden
 feminine communication styles,
language skills
monitoring, and workplace
heteroglossia
standards
hip-hop poetics (don’t worry, you won’t
 narratives and asymmetry in middle- have to tell masculine from feminine
class European-American families rhymes, etc.)
iconization participant roles: addressee, auditor,
identity; constructivist vs. essentialist; overhearer, eavesdropper
highlighting of sameness and difference; performance; also:
erasure;  “performance speech”
intertextuality  conversations as performances
language choice and identity construction;  hip hop as verbal art
language choice and gender  performing knowledge
language contraction and ways languages  range from stage performance to
contract; typology of language performing identity in interpersonal
endangerment interactions
language engineering  ways of performing identity
language socialization; also:
 talking to yourself
 ‘natural’ socialization vs. culture-
 performing competence and control
specific
scripting and monitoring of call center
 co-narration in socializing workers’ phone interactions
European-American children slang and its social meaning; role in
 differences in ways of taking and demarcating group boundaries
presenting information from books Spanish vs. English: reasons for using one
and people in Maintown, Roadville over the other in the school setting;
and Trackton; consequent reasons for shifting to English
performance in school style shifting
 main differences in Anglo-  models of style shifting
American, Samoan, and Kaluli ways  Oprah Winfrey and [aj]
of socializing children
 Oprah and author/animator
 Native American children in Oregon distinctions
and issues with public education speaker, addressee, auditor, overhearer,
 Nuyoricans and language shift eavesdropper; their effect on style
 to language and through language shifting
Latina gang girls, and verbal art as performance
 semiotic resources of hair, makeup,  comedy personal narratives
clothing  distinctive interpretive frameworks
 discourses and meanings of ‘macha’  responsibility for artful form as well
linguistic repertoire as content
marked and unmarked
multilingualism
 style shifting and meanings of
different kinds of language mixing
 how societal multilingualism comes
about
narrative roles: protagonist, introducer,
primary recipient, problematizer, target;
implications of correlations between
family roles and narrative roles
nationalism vs. nationism
Northern California gangs
 non-criminal aspects of membership
 hemispheric localism
oppositional identity
participant structures

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Anthropology 33 Fall 2010

Final Review Sheet

Terms and concepts to know for the exam

affective associations with minority and  grammar and erasure

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