Fall 1997 

Dr. M. J. Hardman 

The central questions we address are: Do we as human beings perceive reality directly? To what degree does language put for us a filter between ourselves and reality? Is it possible to perceive without the filter of language? 

The course consists of the following topics. 
A very basic introduction to linguistics. 
How the English language influences and guides the interaction between women and men and how this influences science. 
As an extended look at another language and culture as a counter example we will look at the Aymara of South America. 
We will read some additional sources for other examples and theoretical perspectives, mostly Japanese and North American Indian. This last will include one of the earliest and most original thinkers in the field, Dorothy Lee. 
Written assignments are due on Tuesdays (a one hour class meeting). Reading assignments are due on Thursdays (a two-hour class meeting). You will have some reading to do for the assignments on Tuesday. Reading assignments for Thursday run parallel in various books at the same time. All of the materials you are using are primary sources, not secondary. As honors students you are presumed to have the capacity for integration of primary sources. Reading books in parallel fashion allows for better integration of all of the course material. 
 

Workbook & Textbooks 

 Elgin, Suzette Haden You can"t say that to me! Wiley 1994 
Frank, Francine & Frank Anshen (1984). Language and the Sexes. Albany: State U of NY Press. 
Hardman, M. J. A Language Sampler for Language & Perception Andean Press 
Hardman, M. J. Aymara Language in its Social and Cultural Context (Andean Press) 
Lee, Dorothy Freedom and Culture Prentice-Hall 1959, reissued 1987 by Waveland Press 
Mizutani, Osamu Japanese: The Spoken Language in Japanese Life 
Russ, Joanna. (1983) How to Suppress a Woman's Writing. Austin: University of Texas Press. 
Suzuki, Takao (1978) Words in Context tr. Akira Miura. Kodansha International 
Zack, Naomi, ed. (1995) American Mixed Race. Roman & Littlefield 
 

HOME AND CLASS WORK: 

You will, each week, make a directed observation of the language behaviour around you so that you will become more aware of the ways in which language impacts our daily behaviour. You will also do workouts from the Elgin book as assigned. 

Two short pieces: 
--one on a woman that could have been a role model for you if you had ever heard of her; selections from two books on reserve at the library; 
--one a rewrite of an article changing the point of view to feminine from masculine (nature articles are especially good for this), sample copy from Women and Language. 

Three abstracts of articles, chapters or stories, to be shared with class mates; each abstract one page; one class presentation. 

 
Papers: 
Three short papers, each of 5± pages. 

First paper: Language ecology paper. Choose a language that interests you and write a paper answering the questions in the language ecology in your Sampler. 
Second paper: Try to imagine yourself a native speaker of a language not your own, one of the languages we have been looking at here perhaps. How do you imagine you would be different? See Geiger, Young, et.al. in the Sampler. 
Third paper: any topic you wish relevant to the course material, subject to approval. 
You will also listen to/watch relevant media presentations in the language laboratory in Dauer Hall. 

 
Recommended texts: 

Coates, Jennifer (1986) Women, Men and Language. London: Longman, Inc. $12.95 
Keller, Evelyn Fox (1985) Reflections on Gender and Science. New Haven: Yale 
Lee, Dorothy Valuing the Self: What we can learn from other cultures. 
Prentice-Hall 1976, reissued 1986 by Waveland Press 
Penelope, Julia Speaking Freely The Athene Series, Pergamon Press 1990 
Sanday, Peggy R. Fraternity Gang Rape 1990 
Tickner, J. Ann Gender in International Relations; Feminist perspectives on achieving global security Univ. of Colombia Press 1992 
 

To be used for your observation on Lack of Models: 

Gaylor, Annie Laurie Women Without Superstition Freedom from Religion Foundation 1997 
Vare, Ethlie Ann & Greg Ptacek Mothers of Invention Wm MOrrow & Co 1988 

 
*Calendar 1997* 

Generic week 
Tuesdays: Observations, media, writings due 
Thursdays: Readings, Sampler 
 
Week 1 Introduction 
August 26, 1997 - Introduction 
August 28, 1997 Hardman Sampler Section One Preliminary (pp 1-14); Lee pp iii, 1, 5; Zack #9 (p 115) 

Week 2 
September 2, 1997 
Observation: black and white; any racial terms used as metaphor for something else; Joanna Russ pp 3-19, Chp 3 Denial of Agency Media: Video, Suzette Haden Elgin The Universal Translator 
September 4, 1997 
Hardman Sampler Section Two - Phonetics (pp15-26) Lee pp 15, 39; 53, 59 
Zack: Introduction (p. xv); #1 (p 3), #2 (p 13) 

Week 3 
September 9, 1997 first abstract assigned 
Observation: Denial of Agency; Russ Chap 4 Pollution of Agency Media: A Word in Your Ear (audio tape) 
September 11, 1997 
Hardman Sampler Section Three; Lee pp; 78, 105; 121, 131; Zack #3 
 
Week 4 
Tuesday September 16, 1996 Abstract Due Observation: Pollution of Agency; Russ 
Chap 5 Double Standard of Content Media: Boarding Schools (audiotape) News story re schools; people descendants of those Lee writes about, two generations later. As you listen apply what you have learned in this course, think what language change has meant and in what way. Thursday September 18, 1996 
Hardman Sampler Section Four; Lee pp 154, 162, 175; Zack #4 

Week Five 
Tuesday September 23, 1997 Abstract discussion Observation: Double Standard of Content; 
Russ Chap 6 False Categorizing 
Media: Colville & Fredin (both sides of the same tape; same speaker) 
Thursday September 25, 1997 
Hardman Sampler Section Five; Zack #5; 
Suzuki Preface, Chapters 1 & 2 

Week Six 
First Paper Due; Assign abstract 
Tuesday September 30, 1997 
Observation: False Categorizing; Russ Chap 7 Isolation 
Thursday October 2, 1997 
Hardman Sampler Section Six; DT video tape 
Zack #10; Suzuki Preface, Chapters 3, 4 & 5 

Week Seven 
Tuesday October 7, 1997 
Observation: Isolation; Russ Chap 8 Anomalousness Media: Spirits tape 
Thursday October 9, 1997 
Hardman Sampler Section Seven; Zack #11; Suzuki Preface, Chapter 6 

Week Eight 
Tuesday October 14, 1997 Abstract Due Observation: Isolation; Russ Lack of Models 
Thursday October 16, 1997 
Hardman Sampler Review; Zack #12; 
Mizutani Preface, Chps 1, 2 & 3 

Week Nine 
Tuesday October 21, 1997 Abstract discussion 
Observation: Lack of Models From Mothers of Invention or Women Without Superstition find one woman that you would have liked as a model & prepare a page or two introduction to her for someone younger than yourself, for elementary school or high school, for example. 
Russ: Read chapters 9, 10, 11, Epilogue, Author"s Note, & Afterword Elgin You Can'tŠ intro, step 1 
Do the survey: choose any 5 questions to hand in, be sure to label WHICH do any one of the three logs to hand in, be sure to label WHICH 
Media: Language Includes/Language Excludes audio tape 
Thursday October 23, 1997 
Zack #16 & 19; Mizutani Preface, Chapters 4, 5, & 6 

Week Ten 
Tuesday October 28, 1997 Second Paper Due Observation: Go 24 hours without making a ranking comparative 
Elgin You Can't step 2,3 choose one of the logs ‹ be sure to label WHICH hand in a three-part-message log 
Thursday October 30, 1997 Zack #22 
Hardman pp 1 (alphabet), 3 (Intro), 31 (section intro), 33 (#2 Miracle & Yapita), 57 (#3 Tate), 71 (#4 Miracle & Vasquéz) 

Week Eleven 
Tuesday November 4, 1997 
Observation: Following Men & Mooses article, rewrite an article of your choice 
Elgin You Can'tŠ step 4,5; hand in 3 & 4 skills practice; do hostile/abuse log 
Media: Japanese linguistic postulates (both sides, little over an hour) 
Thursday November 6, 1997 
Hardman pp 90 (#6 Briggs), 114 (#7 Gallaher), 123 (section intro), 125 (subsec intro), 175 (#10 Briggs), 185 (sub-sec intro), 228 (#15 Stearman) 

Week Twelve 
November 11, 1997 - Veterans Day 
Thursday November 13, 1997 
Hardman pp 205 (#13 Martin), 207 (#14 Laprade), 237 (subsec intro), 239 (#16 Matin), 239 (#17 Satz) 

Week Thirteen 
Tuesday November 18, 1997 
Abstract Due (science fiction) 
Observation: Check out Alligator and other news media, find examples Journalists"Sexist presumptions; also note instances of #1 as a good Elgin You Can'tŠ step 6,7 do the VAP examples choose one of the logs 
Thursday November 20, 1997 
Hardman pp 248 (#18 Maidana), 253 (section intro), 255 (#19 Copana), 262 (#20 Yapita) 

Week Fourteen 
Tuesday November 25, 1997 Discuss abstracts 
Observation: Syntactic ordering, phrase, clause and sentence, by sex 
Elgin You Can'tŠ step 8, do log 
Media: Elgin video on "Native Tongue & Ë"s language. 
November 27, 1997 Thanksgiving 

Week Fifteen 
Tuesday December 2, 1997 Third Paper Due 
Observation: seminal metaphors; Power Terms & violence metaphors 
Frank: whole book 
Thursday December 4, 1997 Book Presentations 
Exam questions passed out 

Week Sixteen 
Tuesday December 9, 1997 last class 
read Derivational Thinking packet (on reserve) 
 

*Supplementary Syllabus Material* 

Abstract Form: 

Your name here 

Abstract #X 

Date 

Last Name, First Name of author 
"Title of article or chapter you read" 
Last Name, First Name of book editor if different from above 
Title of the book from which it was taken 
(18xx original publication date) 19xx City where published: publisher 
pages within book xx-xxx 

Then you write the body of the abstract, single-spaced. Give a summary of the contents of the article, highlighting the most important points. What you are trying to do is provide a key to the article so that, if you read the abstract ten years from now, you will know whether or not the article or chapter is one you would like to look up for whatever purpose at hand. Include the way in which the chapter/article relates to the rest of the book if relevant. You may, if relevant, make some statements about the style of writing; its clarity, or brevity, or literary quality. You may also wish to make some remarks on the historical place of the selection and on the style reflecting the time/place of its creation. If you are giving the abstract of one of the novels, then it should be more like a book review, for instance, like those found in the back of Isaac Asimov"s Science Fiction Magazine. A full outline of the plot line is not recommended! 

You will concentrate more on the salient points relevant to this course. At the end have a small paragraph in which you indicate how this article/chapter relates to language and perception. The last paragraph can be, if you wish, your own personal reaction, but state what is was about the selection that causes the reaction you report. 

You will use this list when you observe language in the news media. By the end of the semester any of these types of presumptions on anybody's part should be immediately obvious to you. 

--A Journalist's Guide to Sexist Presumptions-- 

A. All people are male unless proven female. 
B. A woman"s relationship to a man (or men) is her defining identity. 
C. A woman"s appearance always requires comment, whether she defies or exemplifies a popular stereotype. 
D. A woman can safely be identified as "his wife"; it is unnecessary to identify her by name. 
E. Although style books prohibit words with grafted feminine endings & such designations as "coed", ignore the rule if that suits you. 
F. After marriage, a man remains a man & a woman becomes a wife. 
G. Homemaking & parenting are not work. 
H. It is newsworthy when a church member, parent, & neighbor is successful in business or the professions, provided the successful person is a woman. 
I. Status as housewife takes precedence over all other kinds of status. 
J. Events in a woman"s life must be identified as A.M. (Ante Marriage) or P.M. (Post Marriage). 

from Women & Language Journal 

 
Use the list below for writing your ecology paper. 

 
THE ECOLOGY OF LANGUAGE 

First, answer the queston: Why does this language (& the culture of its speakers) interest me? 

For this "language" we should want to have answers to the following ecological questions: 

1. What is its classification in relation to other languages? This answer would be given by historical and descriptive linguists. 
2. What are the grammatical categories of the language? This answer would be given by structural, despcriptive linguists. 
3. Who are its users? This is a question of linguistic demography, locating its users with respect to locale, class, religion, or any other relevant grouping. 
4. What are its domains of use? This is a question of sociolinguistics, discovering whether its use is unrestricted or limited in specific ways. 
5. What concurrent languages are employed by its users? We may call this a problem of dialinguistics, to identify the degree of bilingualism present and the degree of overlap among the languages. 
6. What internal varieties does the language show? This is the task of a dialectology that will recognize not only regional, but also social and contactual dialects. 
7. What is the nature of its written traditions? This is the province of philology, the study of written texts and their relation to speech. 
8. To what degree has its written form been standardized, i.e., unified and codified? This is the province of prescriptive linguistics, the traditional grammarians and lexicographers. 
9. What kind of institutional support has it won, either in government, education, or private organizations, either to regulate its form or propagate it? We may call this study glottopolitics. 
10. What are the attitudes of its users towards the language, in terms of intimacy and status, leading to personal identification? We may call this the field of ethnolinguistics. 
11. Finally sum up the language status in a typology of ecological classification, which will tell us something about where the language stands and where it is going in comparison with the other languages of the world. 
12. When you have answered the above questions, answer the following: Was my interest based on stereotypes/prejudices of my own culture? or on a wish to understand the language in its own right? 

adapted from Haugen, Einar. The ecology of language, The Linguistic Reporter, 1971, 13(1), pp. 19-26. 
 

-- Personal Data Sheet -- 

1. Name 
2. Classification 
3. Major (specific) 
4. Native language(s) 
5. Parents" native language(s) 
6. Languages studied formally in school or classroom 
7. Languages informally contacted, socially, in travel, living, etc. 
8. Previous courses in linguistics or anthropology 
9. Are you taking this course for Women's Studies credit? 
10. Are you taking this course for Latin American Studies credit? 
11. Why did you sign up for this course? 

*Final Exam Review* 

ANT 3610 Language and Culture Fall 1997 
Dr. M. J. Hardman 

The central questions we addressed were: 
Do we as human beings perceive reality directly? 
To what degree does language put for us a filter between ourselves and reality? 
Is it possible to perceive without the filter of language? 
The course consisted of the following topics: 
A very basic introduction to linguistics. 
How the English language influences and guides the interaction between women and men and how this influences science. 
As an extended look at another language and culture as a counter example we looked at the Aymara of South America and at Japanese. 
We read some additional sources for other examples and theoretical perspectives, mostly North American Indian. This included one of the earliest and most original thinkers in the field, Dorothy Lee. 

 
Textbooks 

Frank, Francine & Frank Anshen (1984). Language and the Sexes 
Hardman, M. J. Aymara Language in its Social and Cultural Context 
Hardman, M. J. A Language Sampler for Language & Perception 
Lee, Dorothy Freedom and Culture 
Russ, Joanna. (1983) How to Suppress a Woman's Writing. 
Suzuki, Takao (1978) Words in Context 
Elgin, Suzette Haden (1995) You Can"t Say That to Me 
Mizutani, Osamu Japanese: The Spoken Language in Japanese Life 
Zack, Naomi, ed. (1995) American Mixed Race. Roman & Littlefield 

Media: Video, Suzette Haden Elgin The Universal Translator 
Elgin video: Native Tongue & Ë"s language. 
A Word in Your Ear 
Colville & Fredin 
Japanese linguistic postulates 
Spirits of the Present #13 
Hardman - Stanford Tape 
Boarding Schools In whose honor 
Language Includes/Language Excludes 
 
Observations: Metaphors in black and white 
Denial of Agency 
Pollution of Agency 
Double Standard of Content 
False Categorizing 
Isolation 
Anomalousness 
Lack of Models 
Syntactic ordering 
Journalists Sexist presumptions 
DT in nature writing seminal metaphors, Power Terms & violence metaphors ranking comparative/absolute 

Book Presentations: Elgin Native Tongue, Judas Rose; 
Sanday Fraternity Gang Rape 
Derivational Thinking Packet 

*List of abstracts used this semester* 

Alderete, Wara "The Empowerment of Indian Women" (Peace & Freedom J/F 92 p. 8) 
Babb, Florence E.(Winter 1980) "Women and Men in Vicos, Perú: A Case of Unequal Development" 
Basso, Keith "Cibecue and Whitemen" p. 19-33 Portraits of the Whiteman 1979 Cambridge U Press 
Collins, Jane "Translation Traditions and the Organization of Productive Activity: The Case of Aymara Affinal Kinship Terms" 
Gilmore "Sport Sex" in Turner and Sterk Differences that Make a Difference p. 129 
Hall, Edward T. "The Navajo and the Hopi" in An Anthropology of Everyday Life" Doubleday 1991 pp 99-117 
Hardman, M. J. (1981) "JAQARU COLOR TERMS", IJAL 47:1 
Hardman, M. J. (1983) "A THOUSAND AND ONE YEARS OF THE SPANISH LANGUAGE" Quarterly Journal of the Library of Congress, Fall 1983, Pp.343-355 
Hardman, M. J. (1985) "THE IMPERIAL LANGUAGES OF THE ANDES" in Language of Inequality pp 183-193 eds. Nessa Wolfson & Joan Manes, University of Pennsylvania. 
Hardman, M.J. Review of Susan C. Bourque and Kay Barbara Warren Women of the Andes 
Hardman, M. J. (1989) "White Woman’s Burden" 
Holm, Tom "Patriots and Pawns: State Use of American Indians in the Military and the Process Nativization in the United States p.345 Jaimes The State of Native America: Genocide, Colonization, and Resistance 
Houston, Marsha & Cheris Kramarae "Speaking from silence: methods of silencing and of resistance" Discourse & Society 1991 pp 387-399 
Jaimes, M. Annetee w/ Theresa Halsey American Indian Women: At the Center of Indigenous Resistance in Contemporary North America women 1992± chap XI in The State of Native America Genocie, Colonization & Resistance, Ed. by M. Annette Jaimes, South End Press 
Keller, Evelyn Fox "Baconian Science: The Arts of Mastery and Obedience" p. 33 Reflections on Gender and Science – Johnson Keller, Evelyn Fox "Dynamic Autonomy: Objects as Subjects" p. 95 Reflections on Gender and Science 
Keller, Evelyn Fox "Introduction" and "Historical Couplings of Mind and Nature" Reflections on Gender and Science – Boyd Keller, Evelyn Fox "Part Two" p. 67 & "Gender and Science" p. 75 Reflections on Gender and Science 
Kensinger, Kenneth M. How Real People Live Waveland Press 1995 pp 1-4; 224-229; 237-246 
Lacour, Claudia Brodsky "Doing Things with Words: "Racism" as Speech Act and the Undoing of Justice in Race-ing Justice, En-Gendering Power" ed. Morrison, Toni 
Lakoff, George "Metaphor & War: The Metaphor System Used to Justify War in the Gulf" 
LeGuin, Ursula Is Gender Necessary? w/ Redux from The Language of the Night" 
LeGuin "Presenting Myself" Readercon 
LeGuin appendix to the 25th anniversary edition of The Left Hand of Darkness 
Martin, Emily The egg & the Sperm: How science has constructed a romance based on stereotypical male-female roles 1991 Signs 16:3 pp 485-501 
Martin, Laura "Eskimo Words for Snow" w/ net supplement 
Martyna, Wendy "The Psychology of the Generic Masculine" Women and language in literature & society Sally McConnell-Ginet, Ruth Borker, Nelly Furman 1980, Praeger p 67-78 
Mathiot, Madeleine "Sex Roles as Revealed Through Referential Gender in American English" 
Merrill, Lisa & Denise Quirk 1994 "Gender Media, and Militarism" Expanding Gender Relations 
Miller, D. Gary "Tripartization, Sexism, and the Rise of the Feminine Gender in Indo-European" The Florida Journal of Anthropology 1977 Vol2:2 pp 3-16 (UF) {this is difficult - for upper level student} 
Mita, Eugenia Condori Man-Woman Dualism in the Andean World 
Schoepfle, G. Mark, Kenneth Nabahe, Angela Johnson, Lucie Upshaw The Effects of the Great Stock Reduction on the Navajos 1988 p. 58 Diné Be'iina' - A Journal of Navajo Life Winter 1988 Vol. 1, #2 
Serbin, Lisa A. & O'Leary, Daniel K. 1975 "How Nursery Schools Teach Girls to Shut Up" pp 57-58, 102 Psychology Today Dcember 1975 
Tannen, Deborah - Preface & first chapter from That’s Not What I Meant 
Tichner, J. Ann "Man, the State, and War: Gendered Perspectives on National Security" in Gender in International Relations Columbia U Press 
Tichner, J. Ann "Man over Nature: Gendered Perspectives on Ecological Security" in Gender in International Relations Columbia U Press 
Tichner, J. Ann "Three Models of Man: Gendered Perspectives on Global Economic Security" in Gender in International Relations Columbia U Press 
Tichner, J. Ann "Toward a Nongendered Perspective on Global Security" in Gender in International Relations Columbia U Press 
Tichner, J. Ann Preface & "Engendered Insecurities" in Gender in International Relations Columbia U Press 
Whorf, Bejamin Lee "A Linguistic Consideration of Thinking in Primitive Communities" 65-86 Language Thought and Reality ed. John B. Carroll 1956 (1964) 
Whorf, Benjamin Lee "The Relation of Habitual Thought and Behavior to Language" p. 134-159 "Language Thought and Reality ed. John B. Carroll 1956 (1964) 
Witherspoon, Gary Language and Art in the Navajo Universe, introduction and chap.1 "Creating the World through Language" 

*SF abstracts* 

Arnason, Eleanor Ring of Swords {good ‹ intergalactic diplomacy ‹does treat language continues w/ assumption that • = violence but women = competence} 
Delany, Samuel R. Babel 17 
LeGuin, Ursula K. (1972) The Word for the World is Forest New York: Berkeley Publishing Corporation 
LeGuin, Ursula K. (1974) The Dispossessed. New York: Harper & Row 
McHugh, Maureen F. CHINA MOUNTAIN ZHANG Tor {racism colonialism politics Tiptree winner, 2nd Tiptree award; better than I thought; slow start; really best about what it's like to be a second class citizen of the world ‹ China is first, covert racism, preference to Chinese, ABC,} 
Russ, Joanna FEMALE MAN, THE 
TiptreeJr., James. Houston Houston Do You Read? in TOR double (with one of Joanna Russ Chaos) (also in some collections) 
Vinge, Joan D. FIRESHIP \\ MOTHER & CHILD {EXCELLENT} 
Vonarburg, Elizabeth In the Motherland / Maerlande Chronicles {Post-holocaust sexism Tiptree on Tiptree short list superb, esp in using feminine as unmarked ‹ first really convincing depiction I've seen of Ë in charge} 
Watson, Ian EMBEDDING, THE {ant lin field-work TG ANT linguistics} 
Willis, Connie DOOMSDAY BOOK Bantam {Hist-of-science Microbiology English-old Field-work Culture-contact time travel story involving the plague & flu virus; really superb; great story, great characters} 

 Exam: Saturday December 13, 1997 8:00 PM 

Questions for the Final Exam 

You will answer four of the following questions, my choice, for the final, approximately a half hour each. 
1. How does the material in the Sampler - language structure - lay the groundwork for the rest of the class - the language postulates and worldview? How do the notions of the linguistic postulate and the phoneme interrelate? 
2. Using examples, discuss a few of the ways in which the Aymara world-view is distinct from that of English-speakers and how this is represented in that language. Also include examples from other Jaqi languages, from the Sampler, from abstracts, and from lectures. 
3. According to Suzuki and Mizutani, how do the Japanese view language? How does this relate to the linguistic postulates of Japanes (from the Hamano tape)? 
4. Discuss Lee"s concept of autonomy. How does she define it? How is her definition represented in the languages and societies you read about in class? How does it relate to other materials we considered in class, such as Keller and other abstracts? 
5. We have looked briefly at some North American Indian cultures and at some science fiction to attempt to understand better the interaction between language and culture. How did these sources illustrate such interaction and help in bringing about your understanding? Be specific, cite specific examples, and explain why in each case. 
6. Discuss the application of derivational thinking as it helps explain: a)the chilly climate for women in science and b)relationship between peoples and nations. How are a) and b) interrelated? How does derivational thinking relate to other materials we considered in class? 
7. Based on Russ, Frank and Anshen,Elgin, other class readings, abstracts, audio and video tapes, what misconceptions exist concerning women"s language use in English? In what ways has women's language use been marginalized and by what means? How does women's language use differ from that of men? How is this different from other languages and societies? 
8. If you were to write a science fiction novel, what setting would you choose in relation to the language involved? How would the language impact on the plot? 
9. Discuss language contact. Consider what happens when two languages meet giving specific examples. Consider what happens to individuals caught in this contact. How would you relate the readings from the Aymara book with the American Mixed Race book? What do they have in common? What is different? How is language contact related to language and gender and the export of sexism? How can naming be a political act in this context? Include in your discussion the relevant portions of the work of Dorothy Lee, ALSCC, Ticknor, tapes you have listened to, and the abstracts. 
10. Why does the concept of mixed race not fit in with American culture? Be sure to describe the relevant linguistic postulates of English as part of your answer. 
11. Write an essay in which you discuss what the abstracts have added to the information available to you from this course and to your conprehension of the material. 
12. How has your language behavior and your perception of others" language behavior changed as a result of this course? Be specific, discuss not only the changes but also the background, why the changes. Include Elgin, Russ, as well as the other materials of the course.  Each syllabi the intellectual property of the author.