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Hunter College - Department of Anthropology - Research Design ANTHC 31400 - Spring 2019

Course faculty:

Professor Marc Edelman (course coordinator)

medelman@hunter.cuny.edu 706 North Building

Tel. 212-772-5659

Office hours: Tues. & Fri. 2:30-4:30pm or by

appointment

Professor Christopher Gilbert

cgilbert@hunter.cuny.edu 725 North Building

Tel. 212-396-6578

Office hours: Tues. & Thurs. 1:00-3:00pm or by

appointment

Professor Thomas McGovern

thomas.h.mcgovern@gmail.com 701 North

Building Tel. 212-772-5654

Office hours: Tues. 12:00n-1:00pm & Fri. 3:00-

5:30pm or by appointment

Professor Ignasi Clemente

iclement@hunter.cuny.edu 704 North Building

Tel. 212-772-5424

Office hours: Tues. & Fri. 3:30-4:30pm or by

appointment

Course Description:

This team-taught course introduces students to research design and methods in biological, archaeological,

cultural, and linguistic anthropology. It consists of four modules, each taught by a specialist in the

respective subfield. Each module involves key readings, class lectures and discussions, and hands-on

exercises that allow students to generate data and thereby participate in the construction of knowledge.

The course will also include practical training in areas common to all subfields of anthropology, such as

research ethics and writing funding proposals.

Learning outcomes:

Students will learn to:

Analyze skeletal and paleontological material in the laboratory

Carry out and analyze ethnographic and oral historical interviews

Understand debates about “small N” and “large N” research and grounded theory

Draft research proposals and search for funding

Protect human research subjects and apply to an Institutional Review Board

Determine the age of animal species from remains of their dentition

Audio and video record in-situ for social research purposes

Transcribe audio-visual data

Analyze interactional data

Course Materials: The following books will be on reserve in the Library and also available for purchase:

Perecman, Ellen, and Sara R. Curran, eds. 2006. A Handbook for Social Science Field Research: Essays

and Bibliographic Sources on Research Design and Methods. London: SAGE. ISBN: 9781412916813

Course requirements:

Each module will involve a practical research experience and a brief written analysis of the research

process and findings. The four research exercises and the deadlines for each are detailed in appendices to

this syllabus. Students are strongly encouraged to consult the participating faculty members about

possible foci for their projects and any questions that arise in the process of completing these

assignments.

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Grading Method and Course Requirements: class participation (20%), four research exercises and

reports (60%), take-home mid-term examination (10%), and take-home final examination (10%).

For the purposes of this class, the following scale of letter grades is used:

Grade Grade % GPA Index

A+ 97.5 - 100% 4.0

A 92.5 - 97.4% 4.0

A- 90.0 - 92.4% 3.7

B+ 87.5 - 89.9% 3.3

B 82.5 - 87.4% 3.0

B- 80.0 - 82.4% 2.7

C+ 77.5 - 79.9% 2.3

C 70.0 - 77.4% 2.0

D 60.0 - 69.9% 1.0

F 0.0 - 59.9%

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Policy Information

Academic Integrity Statement: Hunter College regards acts of academic

dishonesty (e.g., plagiarism, cheating on examinations, obtaining unfair

advantage, and falsification of records and official documents) as serious

offenses against the values of intellectual honesty. The College is committed to

enforcing the CUNY Policy on Academic Integrity and will pursue cases of

academic dishonesty according to the Hunter College Academic Integrity

Procedures. The Hunter College Anthropology Department has a policy of zero

tolerance for acts of academic dishonesty.

Americans with Disabilities Act Statement: In compliance with the ADA and with Section 504 of the

Rehabilitation Act, Hunter College is committed to ensuring educational access and accommodations for

all its registered students. Hunter College’s students with disabilities and medical conditions are

encouraged to register with the Office of AccessABILITY for assistance and accommodation. For

information and appointment contact the Office of AccessABILITY located in Room E1214 or call (212)

772-4857 /or VRS (646) 755-3129.

Hunter College Policy on Sexual Misconduct: In compliance with the CUNY Policy on Sexual

Misconduct, Hunter College reaffirms the prohibition of any sexual misconduct, which includes sexual

violence, sexual harassment, and gender-based harassment retaliation against students, employees, or

visitors, as well as certain intimate relationships. Students who have experienced any form of sexual

violence on or off campus (including CUNY-sponsored trips and events) are entitled to the rights outlined

in the Bill of Rights for Hunter College.

a. Sexual Violence: Students are strongly encouraged to immediately report the incident by

calling 911, contacting NYPD Special Victims Division Hotline (646-610-7272) or their

local police precinct, or contacting the College's Public Safety Office (212-772-4444).

b. All Other Forms of Sexual Misconduct: Students are also encouraged to contact the

College's Title IX Campus Coordinator, Dean John Rose (jtrose@hunter.cuny.edu or

212-650-3262) or Colleen Barry (colleen.barry@hunter.cuny.edu or 212-772-4534) and

seek complimentary services through the Counseling and Wellness Services Office,

Hunter East 1123. CUNY Policy on Sexual Misconduct Link:

http://www.cuny.edu/about/administration/offices/la/Policy-on-Sexual-Misconduct-12-1-

14-with-links.pdf

Course Content and Schedule follow:

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Course Content and Schedule:

Week 1 – Course introduction (Edelman)

Fri. Jan. 25

_____________________________________________________________________________________

Week 2 – (Gilbert)

Tues. Jan. 29 - History of Evolutionary Thought. The Scientific Method

Boyd, R and Silk, JB. 2017. How Humans Evolved, 8th Edition. New York: W. W. Norton, prologue and

chapter 1.

Fri. Feb. 1 - Research and Methods in Primate Behavior

(Ethograms, Behavioral sampling, Lab)

Setchell, J.M., and D.J. Curtis. 2011. Field and Laboratory

Methods in Primatology: A Practical Guide. 2nd

edition. Cambridge, UK: Cambridge University Press,

chap. 5.

Murray, C.M., L.E. Eberly, and A.E. Pusey. 2006. “Foraging

strategies as a function of season and rank among wild

female chimpanzees (Pan troglodytes).” Behavioral

Ecology 17: 1020-1028.

Wheeler BC, 2009. “Monkeys crying wolf? Tufted capuchin

monkeys use anti-predator calls to usurp resources

from conspecifics.” Proceedings of the Royal Society

B 276: 3013-3018.

Week 3 – (Gilbert)

Tues. Feb. 5 - Research and Methods in Genetics

Baden AL, Wright PC, Louis EE, Bradley BJ, 2013.

“Communal nesting, kinship, and maternal success in a social primate.” Behavioral Ecology and

Sociobiology 67: 1939-1950.

Baden AL, Holmes SM, Johnson SE, Engberg SE, Louis EE, Bradley BJ, 2014. “Species-level view of

population structure and gene flow for a critically endangered primate (Varecia variegata).”

Ecology and Evolution 4: 2675-2692.

Boyd, R and Silk, JB. 2017. How Humans Evolved, 8th Edition. New York: W. W. Norton, prologue and

chapter 2, pp. 24-49.

Perelman P., Johnson W.E., Roos C., Seuanez H.N., Horvath J.E., Moreira M.A.M., Kessing B., Pontius

J., Roelke M., Rumpler Y., Schneider M.P.C., Silva A., O’Brien S.J., Pecon-Slattery J. 2011. “A

molecular phylogeny of living primates.” PLoS Genetics 7, e1001342.

Steiper, M.E., and N.M. Young. 2006. “Primate molecular divergence dates.” Molecular Phylogenetics

and Evolution 41: 384-394.

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Fri. Feb. 8 - Research and Methods in Functional Morphology/Paleontology

Fleagle, John G. 2013. Primate Adaptation and Evolution, 3rd edition. San Diego: Academic Press,

chapters 2 (pp. 9-33) and 9 (pp. 181-200).

Fleagle, John G. 1977. “Locomotor behavior and skeletal anatomy of sympatric Malaysian leaf-monkeys

(Presbytis obscura and Presbytis melalophos). Yearbook of Physical Anthropology 20:440-453.

Kay RF, Cartmill M. 1977. “Cranial morphology and adaptations of Palaechthon nacimienti and other

Paromomyidae (Plesiadapoidea, ? Primates), with a description of a new genus and species.”

Journal of Human Evolution 6: 19-53.

Week 4 – (Gilbert)

Tues. Feb. 12 NO CLASS

Fri. Feb. 15 - Lab in Functional Morphology/Paleontology

Fleagle JG, McGraw WS, 2002. “Skeletal and dental morphology of African papionins: unmasking a

cryptic clade.” Journal of Human Evolution 42: 267-292.

_________________________________________________________________________________

Week 5 – Archaeology as a way of knowing, history of method, proxy evidence, and material

culture (McGovern)

Tues. Feb. 19 & Fri. Feb. 22

Edwald, Ágústa. 2012. “Fishing for Modernity: How Material Relationships Can Mediate Tensions in an

Immigrant Community, The Case of the Icelandic Emigration to Canada in the late Nineteenth Century.”

International Journal of Historical Archaeology (2012) 16:529–546

Fitton, Tom & Stephanie Wynne-Jones.” Understanding the layout of early coastal settlement at Unguja

Ukuu, Zanzibar.” Antiquity 91 359 (2017): 1268–1284

Schmid, Magdalena M.E., Andrew J. Dugmore, Luca Foresta, Anthony J. Newton, Orri Vésteinsson,

Rachel Wood. 2018. “How 14C dates on wood charcoal increase precision when dating colonization: The

examples of Iceland and Polynesia”. Quaternary Geochronology 48(2018): 64-71.

https://doi.org/10.1016/j.quageo.2018.07.015

Stichelbraut, Birger et al. 2017. “The Ypres Salient 1914–1918: historical aerial photography and the

landscape of war.” Antiquity 91 355 (2017): 235–249

Week 6 – Archaeology of human dispersal- paleo to recent, extinctions and impacts -(McGovern)

Tues. Feb. 26 & Fri. Mar. 1

Dugmore, AJ, Buckland, PC, Church, M, Edwards, KJ, Lawson, IT, McGovern, TH, Panagiotakopulu, E,

Simpson, IA, Skidmore, P and Sveinbjarnardottir, G .2005. “The Norse landnám on the North Atlantic

islands: an environmental impact assessment”. Polar Record, 41(1): 21 – 37

Hartman, Steven, Astrid Ogilvie, Jon Haukur Ingimundarsson, Andrew J Dugmore, George Hambrecht,

Thomas H. McGovern . 2017. “Integrated Environmental Humanities: Medieval Iceland, Greenland, and

the New Human Condition.” In special issue ed. Poul Holm, Global and Planetary Change Volume

156, September, pp. 123-139.

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Kirch, Patrick V. 2010. “Peopling of the Pacific: A Holistic Anthropological Perspective.” Annual

Review of Anthropology 39:131–48.

Surovell ,Todd A. et al., 2016. “Test of Martin’s overkill hypothesis using radiocarbon dates on extinct

megafauna” PNAS January 26, 2016 vol. 113 (4): 886–891.

Week 7 – Holocene transformations- agriculture, hierarchy, intensification and an early

Anthropocene, continuity and collapse – FRIDAY WILL BE A HANDS-ON LAB DAY

(McGovern)

Tues. Mar. 5

Chase, Diane Z., and Arlen F. Chase. 2017. “Caracol, Belize, and Changing Perceptions of Ancient

Maya Society.” Journal of Archaeological Research 25(3): 185-249.

Hicks, Megan, Árni Einarsson, Kesara Anamthawat-Jónsson, Ágústa Edwald, Adolf Friðriksson, Ægir

Þór Þórsson, and Thomas H. McGovern. 2016. “Community and Conservation: Documenting Millennial

Scale Sustainable Resource Use at Lake Mývatn Iceland.” In C. Isendahl & D. Stump, eds. Handbook of

Historical Ecology and Applied Archaeology. Oxford University Press, pp. 310-335. DOI:

10.1093/oxfordhb/9780199672691.013.36

Rosen, Arlene et al. 2015. “Introduction to the Special Issue ‘The Anthropocene in the Longue Durée’”

The Holocene 2015, Vol. 25(10): 1537–1538

Zeder, Melinda A. 2012. “Pathways to Animal Domestication”. Biodiversity in Agriculture:

Domestication, Evolution, and Sustainability, eds. P.Gepts, T.R. Famula, R.L. Bettinger et al. Cambridge:

Cambridge University Press, pp. 139-145.

Fri. Mar. 8. Hands-on Lab Day, 700 Hunter North, Zooarchaeology lab

Week 8 – Archaeology of global change, climate, engaging with stakeholders, co-production of

knowledge – (McGovern)

Tues. Mar. 12 & Fri. Mar. 15

Andrew J. Dugmore, Thomas H. McGovern, Richard Streeter, Christian Koch Madsen, Konrad

Smiarowski and Christian Keller, 2013. “‘Clumsy solutions’ and ‘Elegant failures’: Lessons on climate

change adaptation from the settlement of the North Atlantic islands.” Chapter 38 in: A Changing

Environment for Human Security: Transformative Approaches to Research, Policy and Action, edited by

Linda Sygna, Karen O'Brien and Johanna Wolf. Routledge UK London, pp. 36-55.

Guedes, Jade A. d’Alpoim, Stefani A. Crabtree, R. Kyle Bocinsky, and Timothy A. Kohler. 2016.

“Twenty-first century approaches to ancient problems: Climate and society.” Proceedings of the National

Academy of Sciences PNAS 113 (51) 14483-14491 www.pnas.org/cgi/doi/10.1073/pnas.1616188113

Lepofsky, Dana et al. 2017.The Herring School and the Clam Garden Network: Bringing Together

Culture, Ecology, and Governance to Support Sustainability of Coastal Communities of the Northwest

Coast of North America IHOPE Website posted December 7. Link: http://ihopenet.org/the-herring-

school-and-the-clam-garden-network/

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Nelson, Margaret C., Scott E. Ingram, Andrew J. Dugmore, Richard Streeter, Matthew A. Peeples,

Thomas H. McGovern, Michelle Hegmon, Jette Arneborg, Keith W. Kintigh, Seth Brewington, Katherine

A. Spielmann, Ian A. Simpson, Colleen Strawhacker, Laura E. L. Comeau, Andrea Torvinen, Christian K.

Madsen, George Hambrecht, Konrad Smiarowski. 2016. “Climate challenges, vulnerabilities, and food

security.” PNAS 113(2):298-303.

_____________________________________________________________________________________

Week 9 – Ethnographic methods and oral history- (Edelman)

Tues. Mar. 19

Gottlieb, Alma. 2006. “Ethnography: Theory and Methods.” In A Handbook for Social Science Field

Research: Essays and Bibliographic Sources on Research Design and Methods, edited by Ellen

Perecman and Sara R. Curran, 47–84. Thousand Oaks, CA: Sage.

Jorgensen, Danny L. 1989. Participant Observation: A Methodology for Human Sciences, 12-25.

Newbury Park, CA: Sage.

Corbin, Juliet, and Anselm C. Strauss. 2007. Basics of Qualitative Research: Techniques and Procedures

for Developing Grounded Theory. 3rd ed., 17-32. Newbury Park, CA: Sage.

Fri. Mar. 22

Hesse-Biber, Sharlene Nagy. 2007. “The Practice of Feminist In-Depth Interviewing.” In Feminist

Research Practice: A Primer. Edited by Sharlene Nagy Hesse-Biber, 111-148. Thousand Oaks,

CA: Sage. https://us.corwin.com/sites/default/files/upm-binaries/12937_Chapter5.pdf

Portelli, Alessandro. 1991. “Research as an Experiment in Equality.” In The Death of Luigi Trastulli and

Other Stories: Form and Meaning in Oral History, 29–44. Albany: SUNY Press.

Recommended:

Thomson, Alistair. 2007. “Four Paradigm Transformations in Oral

History.” Oral History Review 34 (1): 49–70.

https://academic.oup.com/ohr/article-pdf/34/1/49/6843304/34-1-49.pdf.

Week 10 – Integrating documentary and ethnographic research -

(Edelman)

Tues. Mar. 26

Edelman, Marc, and Andrés León. 2013. “Cycles of Land Grabbing in

Central America: An Argument for History and a Case Study in the Bajo

Aguán, Honduras.” Third World Quarterly 34 (9): 1697–1722.

Folch, Christine. 2013. “Surveillance and State Violence in Stroessner’s

Paraguay: Itaipú Hydroelectric Dam, Archive of Terror.” American

Anthropologist 115 (1): 44–57.

Fri. Mar. 29

DISCUSSION OF STUDENTS’ ETHNOGRAPHIC/ORAL HISTORY PROJECTS

Week 11 – Case studies and problems of inference in cultural anthropology - (Edelman)

Tues. Apr. 2 & Fri. Apr. 5

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Schrank, Andrew. 2006a. “Case-Based Research.” In A Handbook for Social Science Field Research:

Essays and Bibliographic Sources on Research Design and Methods, edited by Ellen Perecman

and Sara R. Curran, 21–45. Thousand Oaks, CA: Sage.

———. 2006b. “Essentials for the Case Study Method.” In A Handbook for Social Science Field

Research: Essays and Bibliographic Sources on Research Design and Methods, edited by Ellen

Perecman and Sara R. Curran, 163–74. Thousand Oaks, CA: Sage.

Recommended:

Crouch, Mira, and Heather McKenzie. 2006. “The Logic of Small Samples in Interview-Based

Qualitative Research.” Social Science Information 45 (4): 483–99.

Small, Mario Luis. 2009. “`How Many Cases Do I Need?’ On Science and the Logic of Case Selection in

Field-Based Research.” Ethnography 10 (1): 5–38.

Steinmetz, George. 2004. “Odious Comparisons: Incommensurability, the Case Study, and ‘Small N’s’ in

Sociology.” Sociological Theory 22 (3): 371–400.

Week 12 – Writing research proposals and finding funding sources (Edelman)

Tues. Apr. 9

Kelsky, Karen. 2011. “Dr. Karen’s Foolproof Grant Template.” The Professor Is In. July 5, 2011.

https://theprofessorisin.com/2011/07/05/dr-karens-foolproof-grant-template/.

Pzreworski, Adam, and Frank Salomon. 1995. On the Art of Writing Proposals. New York: Social

Science Research Council. https://s3.amazonaws.com/ssrc-

cdn1/crmuploads/new_publication_3/%7B7A9CB4F4-815F-DE11-BD80-

001CC477EC70%7D.pdf.

Recommended:

Lanham, Richard A. 2007. Revising Prose. 5th ed. New York: Pearson Longman.

Zinsser, William. 2006. On Writing Well: The Classic Guide to Writing Nonfiction. 7th ed. New York:

HarperCollins.

_____________________________________________________________________________________

Week 13 – Ethical issues and protection of human subjects - (Clemente)

Tues. Apr. 16

American Anthropological Association. 2012. American Anthropological Association Code of

Ethics https://www.americananthro.org/LearnAndTeach/Content.aspx?ItemNumber=264

5&navItemNumber=652

Cassell, Joan, and Sue-Ellen Jacobs. 1987. "Selected Excerpts, Chapters 3-4 (Cases, Dilemmas,

Comments, and Solutions)." In Handbook on Ethical Issues in Anthropology, edited by

Joan Cassell and Sue-Ellen Jacobs. Washington D.C: American Anthropological

Association. The full Handbook can be accessed at:

https://www.americananthro.org/LearnAndTeach/Content.aspx?ItemNumber=1942&RDt

oken=4168&userID=6944

Fri., Apr. 19 NO CLASS. CUNY RECESS.

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Week 14 - (Clemente) Tues. Apr. 30 — Protection of human subjects and new research and ethical challenges

Invited speaker from Hunter Institutional Review Board and overview of Ideate system.

Dalsgaard, Steffen. 2016. “The Ethnographic Use of Facebook in Everyday Life.” Anthropological

Forum 26 (1):96-114. Fri. May 3 — Why Record? Talk as Social Action

Duranti, A. “Speaking as Social Action.” In Linguistic Anthropology, 214-44. Cambridge: Cambridge

University Press, 1997. Dingemanse, Mark, and Simeon Floyd. 2014. “Conversation across cultures.” In The Cambridge

Handbook of Linguistic Anthropology, edited by Jack Sidnell, N. J. Enfield and Paul Kockelman,

447-480. Cambridge: Cambridge University Press.

Week 15 – Verbal and non-verbal transcription theory and methods - (Clemente) Tues. May 7 and Fri. May 10

Mondada, Lorenza. 2018. “Multiple Temporalities of Language and Body in Interaction: Challenges for

Transcribing Multimodality.” Research on Language and Social Interaction 51 (1):85-106 Luff, Paul, and Christian Heath. 2012. “Some ‘technical challenges’ of video analysis: social actions,

objects, material realities and the problems of perspective.” Qualitative Research 12 (3):255-279. Streeck, J. 2015. “Embodiment in Human Communication.” Annual Review of Anthropology 44:419-438.

Week 16 – Integration of content and linguistic analyses - (Clemente) Tues. May 14

Goodwin, Charles. 2010. “Things and Their Embodied Environments.” In The Cognitive Life of Things:

Recasting the Boundaries of the Mind, edited by L. Malafouris and C. Renfrew, 103-120.

Cambridge: McDonald Institute Monographs (David Brown Book Co.). Clemente, Ignasi. 2015. “Patient Pressure and Medical Authority.” In Uncertain Future: Communication

and Culture in Childhood Cancer Treatment, 129-152. Oxford & New York: Wiley Blackwell.

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Hunter College - Department of Anthropology - Research Design ANTHC 31400 - Spring 2019

Biological Anthropology Module Research Exercise:

Lab groups will be given pieces of a primate skeleton to examine and analyze by looking at qualitative

and quantitative data. Students will be required to compare any measurements taken and write down any

features that allow an identification of likely locomotor behavior for that specimen. Results and

conclusions must be written up in a short paragraph and the whole lab worksheet will be turned in at the

end of class.

Archaeology Module Research Exercise:

This will be a lab exercise that analyzes tooth wear stages of sheep mandibles (details to be distributed

separately).

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Cultural Anthropology Module Research Exercise: Ethnographic or Oral History Interview

Face-to-face contact is one feature of ethnographic research that distinguishes it from other approaches in

the social sciences. An ethnographic or oral history interview is one way to get a small taste of one aspect

of fieldwork in cultural anthropology. Interviews must have a purpose that is part of a larger research

design or that is intended to uncover one or more specific kinds of information. It is useful to think of the

information that you would genuinely like to know. Once you identify that, the parameters of the

interview will become clearer (the interlocutor or “informant” to consult, the questions to ask, the

language you will employ, etc.). For this exercise, you may conduct either (1) an ethnographic interview

intended to generate information about a particular social group, practice or phenomenon; or (2) an oral

history interview intended to generate information about the biography of an interesting individual, a

specific event or an historical period. You will be expected to complete the following steps:

Develop the research question (the information you hope to obtain and why it’s meaningful);

Develop and write down specific questions and/or themes to guide the interview;

Select an interlocutor (possibilities include a fellow student, a grandparent or parent, a professor,

a neighbor). Try to choose someone with whom you can follow up after the interview, if necessary;

Familiarize yourself with your audio recorder’s or smartphone’s microphone and its “record,”

“pause” and “save” functions;

Express interest in your interlocutor’s knowledge or historical experience and request permission

for an interview, explaining your objectives as clearly as possible. Obtain informed consent, including

consent to record the conversation (remember that she/he/they may not share your views and attitudes;

usually an interviewer’s main strategy is to listen rather than to speak a lot, but this can vary). Find out if

your interlocutor prefers to maintain their name in confidence and express your willingness to have some

parts of the interview be “off the record,” “for background” or “not for attribution,” as well as to turn off

your audio recorder if sensitive topics come up. Interlocutors should be encouraged to speak in whatever

language they are most comfortable, as long as you understand and speak it adequately;

Complete one in-depth interview of at least one hour. It’s usually best to think of the interview as

a friendly conversation rather than an interrogation. Sometimes interesting topics emerge in the interview

that neither you nor your interlocutor have anticipated. You will have to judge how soon to return to your

planned questions or interview guide during or after these detours. Don’t neglect to ask follow-up

questions geared to your interlocutor’s responses. Sometimes you may want to repeat or paraphrase the

response you receive to make sure that you understand it.

Transcribe selections from the interview (in original language), using a computer and foot pedal.

Write a brief paper of not more than 1,000 words that analyzes the information obtained and

reflects on some relevant aspects of the interview process (e.g., rapport or its absence, the setting,

questions that worked well or that didn’t work well, questions you wished you asked, unexpected

information that emerged, the tone or pace of your interlocutor’s speech, the presence of or interruptions

by other people, the informed consent process, etc.).

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Linguistic Anthropology Module Research Exercise:

The goal of the linguistic anthropological exercise is to teach you to observe how, when people

talk to each other, whether an interviewer and an interviewee or research subjects talking to each

other, they construct meaning collaboratively and interactively. We will focus on two types of

organization: simultaneity and sequentiality. Specifically, simultaneity encompasses the verbal

and non-verbal resources of the speaker but also of his/her interlocutor, since what an

interlocutor does influences what the speaker says/does. Sequentiality encompasses the

alternation of speakers as, for instance, when a speaker says something, that talk is a new “action

move” that quickly becomes the context/background of the next “action move” when another

speaker says something else.