[ مذاكرة جماعية ] : تجمع مذاكرة تحليل الخطاب

[Another day]

When you speak or write anything, you use the resources of English to project yourself as a certain kind of……
a- object
b- topic
c- leader
d- person
2- If I have no idea who you are and what you are doing…….
a- I cannot know where are you from
b- I cannot make sense of what you have said, written, or done
c- I find it easy to know what you have said, written, or done
d- I might find it difficult to understand what you have said, written, or done
3- Since different identities and activities are enacted in and through language, the study of language is integrally connected to matters of ………………………..
a- inequity and injustice
b- equity and injustice
c- inequity and justice
d- equity and justice
4- According to Wieder and Pratt 1990a, What I mean by a “who” is……………………………..
a- a socially-situated identity
b- “kind of person” one is seeking to be and enact here and now
c- a socially-situated activity that the utterance helps to constitute
d- a & b
5- According to Wieder and Pratt 1990a, What I mean by a “what” is ……………………………..
a- a socially-situated identity
b- “kind of person” one is seeking to be and enact here and now
c- a socially-situated activity that the utterance helps to constitute
d- a & b
6- the use of the following sort of pattern of grammatical features (such as " when I thought about it" , or the use of mitigators such as " I do not know") or complex subordinate clauses) by a young woman who is speaking to her parents , is indicative of a particular …….
a- Historical language
b- Social language
c- Academic language
d- Regional language

[Another day]

- Who's …….. Multiple……. be people.
a- Cannot be /they need to
b- can be/ they need not always
c- they need not always / can be
d- they need to / Cannot be
2- …………… , through the “anonymous” texts and products they circulate, can author or issue “utterances.” For example, we will see below that the warning on an aspirin bottle actually communicates multiple who's.
a- teachers
b- Not just individuals, but also institutions
c- Only institutions
d- Only individuals
3- An utterance can be authored, authorized by, or issued by…..
a- a group only
b- a single individual only
c- a group or a single individual.
d- None of all
4- we can point out that …………………are not really discrete and separable.
a- whose and whets
b- whos and whats
c- whom and whats
d- whos and whites
5- You are who you are partly through what you are doing and what you are doing is partly recognized for……………
a- what it is by who is doing it
b- who it is by what is doing it
c- doing what it is by who
d- by who what is it doing
6- it is better, in fact, to say that utterances communicate an integrated, though often multiple or “ heteroglossic,” …
a- who- what - doing
b- what -who-doing
c- doing -who -what
d- who-doing-what

[Another day]

it is better, in fact, to say that utterances communicate an (a)…………………., though often multiple or'' …………………..'' who- doing- what.
a- integrated / hetroglossic
b- integrated / homoglossic
c- disintegrated / hetroglossic
d- disintegrated / homoglossic
===================(END OF L4)====================
2- linguistic have focused on language, it is also important to see that making visible and recognizable who we are and what we are doing …….. requires more than language.
a- Sometimes
b- Always
c- Rarely
d- Never
3- who we are and what we are doing always requires ……………
a- More than one word
b- More than a tale
c- More than setting
d- More than language
4- focused on language, it is important to see that making visible and recognizable…………………….
a- who we are and what we are doing
b- what are and what he doing
c- whom are and who are doing
d- what is doing and who is he
5- In fact, to be a particular who and to pull off a particular what requires that we act, value, interact, and use language in sync with or in coordination with other people and with various objects (“props”) in ……………………………….
a- appropriate locations only
b- at appropriate times only
c- appropriate locations and at appropriate times.
d- None of all

[Another day]

Wieder and Pratt point out that real Indians “refer to persons who are ‘really Indian’ in just those words with…………….
a- regularity only
b- standardization only
c- regularity and standardization
d- no regularity and no standardization
2- Identities is ……………
a- the whats
b- the whatsup
c- the hows
d- the whos
3- Wieder and Pratt’s work make clear how the ……………. we take on are flexibly negotiated in actual contexts of practice.
a- Identities
b- Social
c- languages
d- Discourses
4- The term “real Indian” is ……………………. term.
a- an inside
b- an insiders
c- Outside
d- Inn resides
5- “insiders’ term” which is “real Indian” is used by…………….
a- Americans
b- non- Native Americans
c- non Americans
d- Native Americans
6- The problem of “recognition and being recognized” is very consequential and problematic for ………………….
a- Americans
b- Native Americans
c- non- Native Americans
d- non Americans

[Another day]

- People with …….....ties can fail to get recognized as a “real Indian,”
a- mixed kinship
b- biological
c- Accent
d- Tone
2- Being a ''real Indian'' is not something one can simply be Rather. It is something that one becomes in and through, that is…………………
a- carrying out the actual performance of being a real Indian
b- kinship only.
c- Something that one can simply be without doing it
d- carrying out the actual performance of being a real Indian and kinship
3- By ……………………….. which ''Indians'' call ''razzing'' each participant further establishes cultural competency in the eyes of the other.
a- Only correctly responding to the sparring
b- correctly engaging to the sparring
c- correctly responding to the sparring and correctly engaging to the sparring
d- avoiding engaging to the sparring
4- doing being-and-becoming-a-“real-Indian” is ………….that one can do all by oneself.
a- something
b- not something
c- not someone
d- sometimes
5- 50- Doing being-and-becoming-a-“real-Indian” is requires the participation of others also requires …………………..
a- appropriate accompanying objects (props)
b- times
c- Places
d- All the above
6- There are a multitude of ways one can do being-and-becoming-a-“real-Indian.” Some of these are “Real Indians” prefer to……
a- avoid conversation with strangers
b- avoid mixing with strangers
c- take to strangers
d- take pictures with strangers
7- - "Real Indians" manage face-to-face relations with others in such a way that they appear to be in ……
a- agreement with them
b- disagreement with them
c- quarrel with them
d- conversation with them

[Another day]

1- to discover the other’s ………… establish substantial obligations between the conversational partners just through the mutual acknowledgment .
a- “Indian,”
b- “Indianness,”
c- “Indiaess,”
========================(END OF L 5)===================
2- ………………………… for who is a "real" feminist ,gang member ,patriot ,humanist ,culture scientist ,yuppie" or " regular" at the local bar .
a- there are something no once and for all the local tests
b- there are rarely no once for all tests
c- there are no once for all tests
3- The key to Discourses is …………….
a- Ignorance
b- recognition
c- Obscurantism
d- Folly
4- Discourses, through our words and deeds, carry on conversations with each other through ……………….
a- preaching
b- Discourse
c- History
d- Lecture
5- of the long-running and ever-changing “conversation” in the U.S. and Canada between the Discourses of………………..
a- “being an Indian” and “being an Anglo”
b- “being a Maori” and “being an Anglo”
c- “being a British Anglo” and “being an American Anglo”)
d- I do not have any comments

6- of the long-running and ever-changing “conversation” in New Zealand between the Discourses of………………..
a- “being an Indian” and “being an Anglo”
b- “being a Maori” and “being an Anglo”
c- “being a British Anglo” and “being an American Anglo”)
d- I do not have any comments
7- Some studies argue the physics experimental physicists “know” is, in large part, not in their ……..
a- names
b- nationality
c- books, apparatus, and books
d- heads

[Another day]

People engage in such work when they try to make visible to others (and to themselves, as well) who they are and what they are doing.This is called ………………………
a- Recognition work
b- Discourses
c- Ignorance
d- Indianness
2- There is another term of “who-doing-whats” which is ………
a- “who-doingwhats”
b- “ whoisdoing- what,”
c- “ whodoingwhat,”
d- “ whodoing- what,”
3- Social languages are…………
a- what we learn and what we speak
b- what we hear and what we speak
c- why we here and what we speak
d- why we learn and why we speak
======================(END OF L6)=====================
4- Each social language has its own distinctive……………..
a- Words
b- Vocabulary
c- Grammar
d- Phrases

5- Each social language has its own distinctive grammar. One of these is the……………….
a- Modern set like accent
b- ture set like unused words
c- set of units like verses of poetry
d- the traditional set of units like nouns , verbs, inflections, phrases and clauses.
6- The type of grammar that is used in discourse is “grammar two.” Which is ……………………………………
a- is the “rules” by which grammatical units like nouns and verbs, phrases and clauses, are used to create patterns
b- the traditional set of units like nouns, verbs, inflections, phrases and clauses
c- set of units like verses of poetry
d- Modern set like accent
7- speakers and writers design their oral or written utterances to have patterns in them in virtue of which interpreters can attribute situated identities and specific activities to them and their utterances. We call this ……………..
a- “grammar one.”
b- “grammar two.”
c- “grammar three.”
8- The other – less studied of grammar that is considered distinctive grammar for social languages is ……
a- the “rules” by which grammatical units like nouns and verbs, phrases and clauses, which signal characteristic whos-doing-whats-within- Discourses
b- the “rules” by which grammatical units like nouns and verbs, phrases and clauses, which do not signal characteristic whos-doing-whats-within- Discourses
c- the “rules” by which grammatical units like nouns and verbs, phrases and clauses, which signal characteristic only of whos-within- Discourses
d- the “rules” by which grammatical units like nouns and verbs, phrases and clauses, which signal characteristic whats -within- Discourses
9- in the example of the upper-middle-class ,Anglo-American young woman named " Jane", took in our course , Jane ……..
a- is making visible and recognizable two different versions of who, one is a daughter having dinner with her proud parents "and in the other case she is "a girlfriend being intimate with her boyfriend."
b- is making visible and recognizable three different versions of who she is and what she is doing , In one case she is "a dutiful and intelligent daughter having dinner with her proud parents "and in the other case she is "a girlfriend being intimate with her boyfriend." And in the third case she is a student
c- behaves similarly with her parents and with boyfriend
uses the same social language

[Another day]

1- All of us control many different social languages ………..in different context .
a- And switch between only two of them
b- And switch among them
c- But do not switch among them
d- But they could not switch among them
2- An utterance ……. A sort of overlapping …………….. who
a- Can communicate/ but not compound
b- Can communicate/ but compound
c- Cannot communicate/ but not compound
d- Cannot communicate/ but compound
3- The word “conversation,” as Gee is using it involve ………….
a- Just words
b- Discourses
c- Grammar
d- Phrases
4- Discourses can be called ………… since they are better viewed as (historic) conversations between and among Discourses
a- “conversations” with a “ small c,”
b- “Conversations” with a “ big C,”
c- Discourse ONLY
d- “big C,” ONLY.
5- More than people, and more than language, are involved in…...
a- Conversations.
b- conversations.
c- CONVERSATIONSESS.
d- None of all
6- The non-verbal things involve in Conversation are ……………..
a- Controversy
b- values and ways of thinking connected to the debate.
c- the “symbolic” value of objects and institutions.
d- All the above .


7- Which of the following we might call non-verbal participants in the Conversation.
a- Controversy
b- values and ways of thinking
c- “symbolic” value of objects and institutions
d- None of all
=========================( END OF L 8)==================

[Another day]

1- It is an image or pattern that we assemble “on the spot” as we communicate in a given context, based on our construal of that context and on our past experiences.
a- Reflexivity
b- Situations
c- semiotic aspect
d- situated meaning
2- “The coffee spilled, get a mop”; in this sentence ,triggered by the word " mop" in the context ,………
a- you create a situated meaning something like food we eat
b- you create a situated meaning something like water
c- you create a situated meaning something like "grains that we make our coffee from
d- you create a situated meaning something like dark liquid we drink for coffee.
3- “The coffee spilled, get a broom” in this sentence ,triggered by the word “broom” in the context ,………
a- you create a situated meaning something like dark liquid we drink for coffee.
b- you create a situated meaning something like “grains that we make our coffee from”
c- you create a situated meaning something like “beans from which we grind coffee.”
d- b & c
4- Situated meanings don’t simply reside in …………………
a- in individual minds
b- in collective minds
c- in human minds
d- in people minds
5- -“cultural models” are ……….. (like a mental movie). or information theories shared by people belonging to specific social or cultural groups.
a- Stereotypeline families with disconnected
b- “Storylines” families of connected images
c- “Stereotype” families with connected images
d- “Storylines” families with disconnected realities
6- A situated meaning is …………….“on the spot” as we communicate in a given context, based on our construal of that context and on our past experiences.
a- a concept that we ignore
b- a concept that we remember
c- an image that we assemble
d- an image that we forget
7- “The coffee spilled, get a broom”; in this sentence , triggered by the word " broom" in the context ,………
a- you create a situated meaning something like food we eat
b- you create a situated meaning something like water
c- you create a situated meaning something like "grains that we make our coffee from
d- you create a situated meaning something like dark liquid we drink for coffee .
=======================(END OF L9 )=====================

[Another day]

1- when we think about how meaning is situated in actual contexts of use, we quickly face an important property of language, a property which is called…………..
a- reflexity
b- reflex
c- logicality
d- reflexivity
2- The “magical” property of language is ……………………
a- Reflexivity
b- Situations
c- semiotic aspect
d- situated meaning
3- language simultaneously …………. Reality.
a- reflects
b- reflex
c- logicality
d- reflexivity


4- Language and context being like two Mirrors facing each other and constantly and endlessly reflecting their own images back and forth between each other.
a- reflects
b- flexibility
c- logicality
d- reflexivity
5- A good term for property of language “reflexivity” is …………..
a- replacement
b- reciprocity
c- logicality
d- commutation
6- Language then always simultaneously reflects and constructs the ………………………. in which it is used.
a- Context and circumstance
b- Location and context
c- situation or context
d- position and text
7- When situations involve communicative social interaction, always involve the following ………..connected components or aspects.
a- Schizophrenic
b- Inextricably
c- duplication
d- Extricable
8- Situations , when they involve communicative social interactions, always involve ………
a- emiotic aspect
b- emetic aspect
c- emotional aspect
d- semiotic aspect
9- Situations , when they involve communicative social interactions, always involve ………
a- emiotic aspect
b- emetic aspect
c- emotional aspect
d- activity aspect

10- Situations , when they involve communicative social interactions, always involve ………
a- semiotic aspect
b- activity aspect
c- sociocultural aspect and political aspect
d- All these aspects
11- The …………. reflects what are ………….. going to be used .
a- Position / words
b- Words / situation
c- Situations / words
d- Words / logicality
12- The ……………reflects what kind of ………….. we are in .
a- Situations / words
b- Words / situation
c- Position / words
d- Words / logicality
13- The “sign systems,” such as language, gestures, images, or other symbolic systems and the forms of knowledge.
a- semiotic aspect
b- activity aspect
c- sociocultural aspect
d- political aspect
14- The specific social activity or activities in which the participants are engaging.
a- semiotic aspect
b- activity aspect
c- sociocultural aspect
d- political aspect
15- The place, time, bodies and objects present during interaction , this is the material aspect for ……………..
a- semiotic aspect
b- activity aspect
c- sociocultural aspect
d- political aspect


16- The distribution of “social goods” in the interaction.
a- semiotic aspect
b- activity aspect
c- sociocultural aspect
d- political aspect
17- Power ,status, and anything else deemed a “social good” by the participants in terms of their cultural models and Discourses. this is the material aspect for ……………..
a- semiotic aspect
b- activity aspect
c- sociocultural aspect
d- political aspect
18- Beauty, intelligence, “street smarts,” strength, possessions, race, gender, sexual orientation, . These examples of…
a- semiotic aspect
b- activity aspect
c- sociocultural aspect
d- political aspect
19- The personal, social, and cultural knowledge, feelings, values, identities, and relationships relevant in the interaction.
a- semiotic aspect
b- activity aspect
c- sociocultural aspect
d- political aspect
================( END OF L 10)==========